Luevano v. Campbell Appendix to Background Memorandum Regarding the Settlement of the Pace Case

    V
APPENDIX TO

BACKGROUND MEMORANDUM REGARDING 
THE SETTLEMENT OF THE PACE-CASE,

Luevano v. Campbell

A. Letter from Dr. William Burns to the 
N.Y. Times.

B. Affidavits executed by Dr. Barrett in 
Douglas v. Hampton (PACE sample questions 
attached as exhibit).

C. Plaintiffs' Trial 3rief Re PACE, FSEE and 
the Appentice Selection System, Ellis v. 
NARF, pages 1-40.

D. Letter from John H. Shenefield, Former 
Associate Attorney General, to the 
Washington Star.



A P P E N D I X  A

Letter from Dr. William Burns to the N.Y. Times



A P P E N D I X  A

-AZ2s

THE NEW YORK TIMES, TUESDAY, FEBRUARY 10, 1981 ,

To the Editor:

eraMTnv* SaJbre's P " * *  tor the Fed- 
ent’s Professional and

? P ^ f S d Vh ^^  denunciation of the 
proposed legal settlement that would

^ Z aU T ? f t CE (COIUmnatg so wide of the marir r -i l 
whether he reviewed either the exami* 
nation or the settlement exaau-

Far from being "a  fair test stress.

nfrit qUeStions msû ng ! . .. ’ . ̂ C E  is an affront tO' the 
ment principle. Like many other over 
broad tests that have b e J e S S S

& w e !lK b 7 d £ nSCiOUS corP°rattons
“ Z l  “  ^crimination-conscious

Ĉ ses toe best general 
test taxers, not necessarily the best-
workers for specific jobs. 7 ^

A single test can’t be exoected to
“^ e n f ’T l i f d i f -

J  from Bond Sales .
Promotion through Digital Computer 

Administration to Outdoor 
P A C E ^ th  SpeClaIjst' The use o( 
for Si T w  mSlgmflcaat variations, 
£ u X  P08100135 15 Patently

skduCo,o^rp° rtS t0 test a "umber of 
deth^mJ!^ “  numerical ability and 

reasoning, yet its different 
questions all come “ packaged" ir. 
complex verbal p uzz l^  itS^  “  
S  similarity to the G radate  

t0 admit students 
programs than to employ-

The Times welcomes letters from ' 
readers. Letters for publication must 
include the writer's name, address 
and telephone number. Because of the 
to^ge volume of mail received, we re­
gret that we are unable to acknowl­
edge or to return unpublished letters

Thl the pnvate sector.
The PACE is the kind of test that dis­

criminates most severely; if I were to 
set out to construct a test that maxi- 
mired scoring differences to the detri­
ment of minorities, I don’t know how I 
could improve on the PACE.

Mr. Safire’s casual treatment of the 
proposed settlement is equally inaccu­
rate. He neglects to mention that the 
basic principle is to apply to the Fed- 

Government the same standards 
that the Government has for years im­
posed on all other employers. His 
charge that the settlement requires 

quotas is simply name-calling. It 
merely establishes a new method for 
devising and implementing job- 
related hiring standards, in exactly 
the way the Supreme Court requires. y 

Finally, the charge that Justice De­
partment lawyers “surrendered” 
denigrates their hard, two-year strug- 
r !  .“ I. turn a potentially'disastrous 
legal defeat into a viable, administra­
tively desirable compromise 

Anyone interested in trymg to make

the Federai bureaucracy more effi­
cient should welcome the chance to 

PAGE replace it w ^ U  
S^cific tests that give the Gov«££ 
ment a wayto find the most qualified 

fr°m aU ^ P 5- 1 made the 
^ ^  f ! inendation m 1966 as a 
Foree on ° ffP ° verT10r Ragan ’s Task'
to sLte cJt?' ^  “ d Cost CoHtrol m State Government. The new Admin- ’
istration should welcome the settle - 
ment as a positive step. ' 6‘

If ‘‘PACE did not discriminate t»- 
would be merely foolish £ ? £ S . £

continues to defend ' 
testing practices that most of private-- 
mdustry has rejected on econom i™  d 
productivity grounds. But PACE does -  
discriminate, and Mr. Safire’s enthu- - 
siasm for it is therefore deeply dis­
turbing. WrruAM C. Burns •

ban Francisco, Feb. 3, 19g i .. 
The writer is a member of the Ameri ' 
con Psychological Association’s Advi- 
ory Panel on Personnel Selection 

Procedures, Division of Industrial- 
Organizational Psychology.



A P P E N D I X  B

Affidavits executed by Dr. Barrett in Douglas v. 
Hampton (PACE sample questions attached as exhibit)'



APPENDIX B

IN THE UNITED STATES DISTRICT COURT 

EOR THE DISTRICT OF COLUMBIA

JESSE DOUGLAS, et a l . ,  )

P la in t if fs , )
)

v* . ) C iv il Action No. 313-71

ROBERT E. HAMPTON, et a l . , )
)

Defendants. )
____________ __________________ _ _J

AFFIDAVIT OF RICHARD S. BARRETT

says:

Rienard S. Barrett, being l i r s t  duly sworn, deposes and

1. My name is Rienard S. Barrett. I  liv e  at Five River- 

view Place, Hastings-On-Hudson, New York.

2. I received a B.S. in Administrative Engineering 

from Cornell on 19^8, an M.A. (Ed) from Syracuse in 1932, and a 

Fh.D in Industrial Psychology from Western Reserve University (now 

Case-Western Reserve) .

3. I  am the Richard S. Barrett'who file d  affidavits in this 

case on July 1^, 1971 and November 22, 1971.

Since that time, I have joined Stevens Institute of 

Technology, Hobokki, New Jersey, as Professor o f Applied Psycho­

logy in the Department of Management Science. I am also tne Direc­

tor of tne Laboratory of Psychological Studies and of the Division 

of Applied Psychology.

5. In addition to the documents tnat I reviewed for 

the earlier a ffidavits, I havt. read An Evaluation o f the Federal



c -2-

Service Entrance Examination. try- Ellison, R.L. ; Fox, D.G.; and 

Taylor, C.W.; January 31, 1372, C ivil Service Commission Announce­

ment No. 429 ("Professional and Administrative Career Examination”) ,  

attacfled hereto as Exhibit A and C ivil Service Commission Supple­

ment to Announcement No. 429 ("Professional and Administrative 

Career Examination — Sample Questions") , atfacned nereto as 

Exnihit 3. X have also re-examined similar documents relating  

to the FSEE, namely, C iv il Service Commission Announcement No. 4-10, 

attached nereto as Exhibit C, and Supplement to Announcement No. 410, 

attacned nereto as Exhibit D.

6. Comparison o f the sample questions is  FSEE and PACE 

shows that botn tests measure essentially tne same verbal and 

quantitative sk ills . Despite the difference in organization, the 

tests are similar in format, content, d ifficu lty , and emphasis cn 

verbal and numerical material. Tne only major difference is that 

tnere are no items in the FSEE sample questions similar to those 

of type IV in PACE whicn are spatial analogies. Nevertheless, tne 

tests are so similar that I believe that they would be highly 

correlated with eacn otner, and would nave an adverse impact on 

blacks similar to that found in The Validity and Discriminatory 

Impact of tne Federal Service Entrance Examination published by 

the Urban Institute in September, 1371.

7. The PACE test has eight question types having to do 

with vocaoulary and tne an ility  to analyse, understand and inter­

pret written material, to understand relations and analogies both 

symnolic and spatial, to analyze facts to discover their implica­

tions, to analyze charts and tables, to do arithmetic, and to solve

kj



c -3- .

problems witn some facts missing.' Such a verbal., numerical 

spatial test, witn a large component o f abstraction is  likely  to 

have an adverse impact on niacks and otner minorities wno nave not, 

as a group, had access to equal educational opportunities. There 

is a long history of d ifficu lty  among blacks on this kind o f test.

See Kirkpatrick, Ewen, Barrett and Katzell, Testing and ?air 

Employment.

8. The PACE, like  the FSEE, can and should be tne subject 

of val idation studies. Botn are basically college level intelligence  

tests. Altnough there 1 s l i t t le  doubt that intelligence is a valu­

able attribute, tne history of the predictive value of intelligence 

tests does not argue for tne assumption of va lid ity without evidence. 

Robert L. Thorndike in Ten Thousand Careers followed up ten tnousand 

veterans o f the Army A ir Corps about twenty years after tney had 

taken intelligence tests as part of their induction into the ser­

vice. Ke found l i t t le  relationship between the test scores and 

career success, although he tried several measures. The Air Corps 

tests, like intelligence tests in general, were quite successful

in predicting what they were inrended to predict, success in 

training, but success in training has only a modest relationship, 

at best, with job performance.

9. A fundamental d ifficu lty  in the acceptability of 

PACE as i t  is  now ‘used can be illustrated by sampling the t it le s  of 

the jobs for which i t  is required. They include customs inspectors, 

revenue o fficers, tax technicians, computer specialists, claims 

examiners, educational specialists, writers and economists. It  is



c
'c • ,<' ....

unlikely that a single test w ill be successful in identifying the

better performers in so many diverse occupations.
I

10. There is no technical reason vny exaninations such 

as the Federal Service Entrance Examination (FSEE) and PACE cannot 

be subject to criterion related validity studies. A major problem 

leading to the lack of feas ib ility  of validation studies is the 

lack of subjects. The enormous work force or the federal government 

not only makes such validation studies feasible, but also opens the doer 

to sophisticated analyses that are often denied private employers 

with smaller sta ffs . The larger numbers of potential subjects 

lends sta tistica l stab ility  to the results, and permits a more 

precise definition of the population and an exploration of subtle 

influences on the value of tests. For | example, a study may be 

limited to subjects who are similar in. age, race and sex to the 

applicants; regional difference may bê  examined; and the effects of 

difference in training or local organization may be studied.

11. A second common source of lack of feas ib ility  is tne 

difficu lty  in developing tne criterion*, that is , a measure of the 

quality of the work performance which the' tests are designed to 

predict. Since so many of the activities of c iv i l  service employees 

are strictly  controlled by law and regulation, tne opportunity 

exists to develop'more meaningful and proadly applicable criterion  

measures than is generally possible in private employment. To the 

extent that the c iv i l  service already jengages in job analysis and

work measurement, these data can be uJed to develop a set of
I

measures which can be used as criteria . Tnere is no a, p riori 

reason why satisfactory c riteria  cannot be developed.

12. The argument is sometimes raised in C iv il -Service ------



C'

-5-

jurisdictions that, even where validation studies are technically 

feasib le, the cost is prohibitive. This argument is  totally  with­

out merit and ignores the very history of industrial testing. The 

larger and better run private enterprises originally developed 

and validated tests only because their analyses have shown that it  

is economically desirable to do 'so. The cost of a w ell conducted 

test development and validation study is  more than outweighed by 

the improved service gained by selecting better people. A profes­

sional or administrative employee who spends his entire career in 

C iv il Service can easily cost the government $500,000 in salary, 

fringe benefits, training, supervision and overhead and is often 

in a position to cost many times that in the errors he may make. 

Making the basic decision on his employment on an unvalidated 

test is a classic example of being penny wise and pound foolish.

13. The task of validating the FSEE or PACE is no d if ­

ferent from the validation of any other test. The same basic steps 

must be followed. The jobs must be analyzed and described witn a 

view toward the evaluation of performance. Then the evaluation 

instrument and procedures must be developed and administered.

Current employees are tested or the records or those who took the 

test as applicants are evaluated and the 'relationships between their 

scores on FSEE or PACE are compared with the performance measures. 

Because of the large size or some of the samples, i t  is possible to 

partition them on relevant dimensions such as age, sex, race, length 

of service, and location, to improve the quality of the prediction. 

Finally, the fact that in PACE e lig ib le  candidates are "referred  

to Federal agencies for consideration in the order or their ratings 

under the ab ility  partem appropriate for the positions to be f i l le d  

. . ."  (Exhibit A, page 4) , does not relieve the Commission of



c
-6-

respons ab ility  for validating the test. It  merely means tnat eacn 

section must be snown to be statistica lly  related to the group of 

jobs for which i t  is  used.

l*t. Dr. Albert Maslov's argument (Maslow A ffidavit, 

September , 1371, p. 12) that, "Because relatively  few persons are 

selected out of those examined (for example, approximately 10,000 

out o f 150,000 in fis ca l year 1970) and selection, by law, is from 

the best qualified, the resultant level o f ab ility  is  very nigh and 

the range of ab ility  is  very narrow," invites misinterpretation on 

two counts. F irst, i t  assumes that which remains to be proven, 

namely, tnat the nigh test scorers are in fact qualified and that 

their level of ab ility  is  high. His statement would be made more 

accurate i f  i t  were amended to read tnat "the range of ab ility  to 

'tskg f  es~ts is  narrow." Second, even when thus amended, the statement 

is  s t i l l  misleading because it  implies tnat the 10,000 who are hired 

come from the top test scorers. Many people, especially in hard 

times, take c iv il service tests as insurance against the possibility 

that they w ill not get the job they really  want. Many others turn 

down offers of employment, both public and private, because they 

come at the wrong time, in the wrung place, or for the wrong job.

IS . Restriction of range is a chronic problem in valida­

tion studies, but i t  has not halted validation studies which are

reported in profusion in the professional literature. Dr. Maslow's <
statement, "Without an effective range of test scores for cnployees 

in an occupation, empirical validity is in feasib le ,* would take on 

meaning only i f  he supplied the mean and standard deviation o f tne 

test scores for each occupation. Without this information, there 

is  no evidence that there is  a significant restriction of range on 

some jobs, since in a given job, there may be few candidates for 

many openings. Appendix B of my A ffidavit of November 22, 1971 pre-



c : t

sents data which show that there is reasonable variab ility  of test 

scores among incumbents.

15. The only government sponsored valid ity study I nave 

been shown in relation to the FSEE is An Examination ox the Federal 

Service Entrance Examination, prepared for the Labor Department, 

Working with limited data, the authors attempted to show a relation  

between the FSEE scares and later progress through the C iv il Service 

System. They conclude that thcs e who performed well on tne FSEE 

"were not promoted any more rapidly than others who had obtained 

somewnat lower scores," and reconmend that "extended use at the 

instrument be based upon empirical evidence of valid ity that was 

not obtained u i the present study." I f ,  as I have been informed, 

this is the only completed governmental validity study of the FSEE, 

and that the only study that has been conducted by tne C iv il Service 

Commission is an uncompleted study referred to by Dr. Maslow on 

page 437, the Commission has shown a flagrant disregard for tne 

most rudimentary professional standards o f test validation.

17. A topic o f considerable debate in the fie ld  of 

testing psychology is  the possibility  of difference in the validity  

or fairness or tests for minorities and women. Since professional 

attention was f ir s t  seriously directed to this question only after 

the passage of the C iv il Rights Act of 1964, insufficient data have 

been accumulated to provide' an answer. Tne federal government, with 

its  huge work force, is in the best position of any organization in 

the country to contribute meaningful data bearing on this issue. It  

is  essential, therefore, that the C iv il Service co llect data on minor­

ity  status and incorporate i t  into a l1 ox their studies.

18. Construct validation is not acceptable in and of i t s e l f  

under the AFA Standards for Educational and Psychological Tests. 

Construct validity is of most use in the development and verification



(
/ )

-8-

of psychological theories which may help to build better tests, 

but even in the best of situations, the linkage between the theoreti­

cal construct, the test which more or less imperfectly measures i t ,  

and job performance is so tenuous that verification with a criterion  

related test is essential.

SgMPftgY

Based on the foregoing, I conclude that PACE probably has 

a disproportionate impact on minority candidates, and that neither 

PACE nor the ESEE have heen properly validated in accordance with 

professionally acceptable standards. Unlike the C iv il Service 

Commission, private industry, the armed forces and educational 

institutions have a l l  made substantial progress towards proper 

test validation and there is no professionally acceptable reason why 

the C iv il Service Con-mission cannot do the same. It  should be 

required immediately to undertake a planned program in which PACE 

is validated for the more significant positions. As I have mentioned 

above, the development and use of valid tests wiul more than pay 

for the increased effo rt, i f  the effort is applied wisely.

came before me Richard S. Barrett, to me known, and known to me to be 

tne person described in and who executed the foregoing instrument, 

and he acknowledged that he executed the same.

Richard S. Barrett

State of New York, County of New York, ss.

On this / day of ft ______ , 197S, personally

Notary Public
.. p.t.r*  ̂ r;n:n 

.... . ; t. -I r;-..- Vor*: n

[SEAq



^PROFESSIONAL * TO 
AND QUALIFY
ADMINISTRATIVE .
CAREER
EXAMINATION

The Federal Government needs 
persons with potential for ad­
vancement into responsible ad­
ministrative and professional 
jobs. If you have a college 
degree or equivalent experience, 
this examination offers you the 
opportunity to compete for a wide 
variety of jobs in Federal agen­
cies across the country. About 
85 percent of these positions are 
filled outside the Washington, 
D.C. area. Most positions are 
filled at grade GS-5 and do not 
require specialized education or 
experience.

*

To be eligible for employment 
consideration under this exami­
nation you must meet the experi­
ence and/or education require­
ments outlined below and score 
sufficiently high on those parts 
of the written test battery which 
are most related to the type of 
job being filled.

Experience and Education 
Requirements
1. For grade GS-5 positions:

A bachelor’s degree; or 3 
years of responsible experi­
ence; or an equivalent 
combination of education 
and experience.

2. For grade GS-7 positions— 
One of these:

a. A bachelor's degree plus one 
year of graduate study; or an 
LL.B. or J.D. degree from a 
recognized law school; or 4 
years of responsible experi­
ence; or an equivalent combi­
nation of education
and experience.

b. A bachelor’s degree, an 
earned rating of 90 or above 
in the written test, and 
either a 2.9 grade-point 
average on a 4.0 scale in all 
undergraduate courses, or 
rank in the upper third of your 
class, or membership in a 
national honorary scholastic 
society (other than freshman 
societies) recognized by the 
Association of College Honor 
Societies.

Written Test Requirements 
All applicants must take a bat­

tery of written tests designed to 
measure abilities required for the 
various kinds of jobs covered 
by this examination. The written 
test battery requires approxi­
mately 4 Vi hours.

3
EXHIBIT A



BASIS OF 
RATING

GENERAL
INFORMATION

Ratings will be based upon 
your scores on the written tests 
and an evaluation of your experi­
ence and education. Six basic 
ratings will be assigned, one for 
each pattern of tested abilities 
appropriate for a particular group 
of jobs to be filled. You must 
achieve a rating of 70 or above 
for any one of these six ability 
patterns to be considered for 
Jobs requiring those abilities.

Extra credit will be given in 
each of the basic ratings to appli­
cants who present evidence of 
outstanding scholarship, as de­
fined under “ General informa­
tion."

Test results: You will receive 
your rating about 4 to 6 weeks 
after you take the written test

Equal Employment Opportunity. 
You will receive consideration 
without regard to race, religion, 
color, national origin, sex, politics, 
or age.
Responsible Experience. In this 
announcement, responsible ex­
perience is experience in a pro­
fessional, administrative, or other 
field which provides evidence of 
an ability to learn and perform 
at the required level the duties 
of positions filled through this 
examination. Routine clerical ex­
perience or experience in the 
trades and crafts is not qualifying.
Equivalent Combination. One 
academic year of full time under­
graduate study (30 semester 
hours credit or 45 quarter hours 
credit) is equivalent to 9 months 
of responsible experience. A 
bachelor’s degree equals 
three years of experience.
Outstanding Scholarship. To ob­
tain credit under this provision, 
applicants must have a 3.50 
grade-point average on a 4.0 
scale for all undergraduate 
courses completed toward a 
baccalaureate degree; or must 
stand in the upper 10 per­
cent of their graduating class of 
the college or university attended, 
or a major subdivision of the uni­
versity, such as the College of 
Business Administration, or the 
College of Liberal Arts. Class 
standing or grade-point average 
must be based on all courses 
which have been completed at 
the time of selection. This pro­
vision applies to applicants who 
have graduated within the last 2 
years, or who are currently 
seniors. Candidates claiming 
outstanding scholarship will be 
required to furnish proof of 
their scholastic achievement 
at time of selection.

4

Quality Graduates. Applicants 
with a 2.S0 or higher grade-point 
average on a 4.0 scale, or who 
rank in the upper third of 
their class, or have membership 
in a national honorary scholastic 
society (other than freshman 
societies) recognized by The 
Association of College Honor 
Societies will be eligible for 
grade GS-7 for those job 
patterns in which they receive 
test scores of 90 or higher. All 
candidates qualifying for Grade 
GS-7 on this basis will be 
required to furnish proof of 
their scholastic achievement 
at the time of selection.
Positions at GS-9 and Above. 
Applicants with advanced de­
grees (master's or higher) or 
more experience than is required 
to qualify under this examination 
may also wish to file under the 
Mid-level Positions Announce­
ment, which covers most of the 
same occupations at grades GS-9 
through GS-12. Information is 
available at any U.S. Civil Service 
Commission Office.
Nonaccrcdited Schools. Success­
ful completion of college study 
in nonaccredited institutions will 
be accepted to the extent that
(1) the courses are accepted for 
advanced credit at an accredited 
institution: or (2) the institution is 
approved by a State education 
agency or a State university; or 
(3) the school is listed in the 
most recent edition of the 
Education Directory (Higher 
Education), published by the 
U.S. Office of Education.



i r

Students. Applications will be 
accepted from students who ex­
pect to complete, within nine 
months, courses which would 
permit them to meet the require­
ments of this examination.
Consideration tor Employment. 
Eligible candidates will be re­
ferred to Federal agencies for 
consideration in the order of their 
ratings under the ability pattern 
appropriate for the positions to 
be filled, with the highest stand­
ing eligibles referred first. For 
some positions requiring special 
skills, only persons possessing 
the necessary qualifications will 
be referred.
Salary. Federal salary levels are 
comparable to those for equiva­
lent jobs in the private sector, 
and are reviewed and adjusted 
at regular intervals to maintain 
comparability. Current salary 
rates can be obtained at Federal 
Job information Centers.

For additional information 
about Federal employment, 
see Civil Service Commission 
Pamphlet BRE-37 "Working 
for the U.S.A."

JOBS FILLED
THROUGH
THIS
EXAMINATION

Most positions filled through 
this examination do not require 
education or experience in a 
specific field. Training for the 
specific duties of the position is 
provided by the employing 
agency. Over 90 percent of the 
jobs are in the occupational cate­
gories listed below.* All offer 
good opportunities for promotion 
and preparation for other posi­
tions, depending upon the quality 
and effectiveness of your per­
formance. Where appropriate, 
major employers of each occupa­
tion are noted.
* Positions described here are 
grouped by broad subject matter 
category rather than by the 
“ability patterns” described above.

A. Regulation/Compliance 
The Federal Government has 

responsibility for activities 
such as taxation, immigration, 
importing/exporting, and regu­
lation of various industries 
and businesses to insure their 
adherence to terms of laws 
affecting their operations.
Customs Inspectors (Depart­
ment oI Treasury) work at 
major points of entry to inspect 
cargo, baggage, and mail 
entering or leaving the United 
States. Their activities involve 
continual contact with the 
traveling public, import/export 
firms, and employees of 
shipping companies.
Revenue Officers (Department of 
Treasury) arrange settlement of 
tax obligations owed to the 
Government by individual tax­
payers and business concerns.
Immigration Inspectors (Depart­
ment of Justice) interview per­
sons seeking to enter the United 
States and examine their docu­
ments to determine the terms 
under which they are eligible 
to enter. This work is performed 
primarily at major air terminals 
and ports.

Import Specialists (Department 
of Treasury) appraise and exam­
ine merchandise and analyze 
import entry documents to deter- 

• mine the applicability of tariff 
schedules and restrictions.
Financial Institution Examiners 
audit banks and savings and 
loan associations to determine 
their compliance with regulations 
of the Federal Deposit Insurance 
Corporation and the Federal 
Home Loan Bank Board.
Tax Technicians (Department of 
Treasury) examine tax returns for 
inaccuracies, determine which 
provisions of law are applicable 
in each situation, and meet with 
taxpayers to acquire information 
concerning settlement of the 
case. Preferred Qualifications: 
College-level education which 
has included 6 semester hours 
in accounting; or appropriate 
experience.

B. Administration/Management 
Support

Effective functioning of an 
organization’s programs requires 
the contribution of people work­
ing in a wide range of activities. 
Persons in this field provide the 
coordination, support, and 
advice in specialized areas 
that together make an agency's 
overall work possible.
Computer Specialists develop 
systems and programs utilizing 
automated data processing 
equipment. Persons hired tor this 
occupation receive extensive 
training in the field of computer 
programming and systems 
analysis.

5



(

JOBS FILLED
THROUGH
THIS
EXAMINATION

Personnel Specialists deal with 
the manpower needs of their 
organization. Among the many 
activities in this field are recruit­
ing and assigning employees, 
planning and administering 
training programs, analyzing 
manpower needs, and 
formulating personnel man­
agement polices and programs.
Management Analysts study the 
way an organization operates 
and seek ways to increase its 
effectiveness and efficiency. They 
advise management on setting 
up and improving patterns of 
work assignments, organizational 
structure, and management 
techniques.
Contract and Procurement Spe­
cialists negotiate and regulate 
contracts between Government 
and the private sector of the 
economy for supplies and 
services.
Supply Specialists are con­
cerned with managing the 
materials used by the govern­
ment. Their activities include 
development of supply require­
ments, maintenance of property 
accounts, and distribution of 
material.
Budget Specialists study the 
needs and priorities of their 
agency and advise management 
on allocation and use of its re­
sources.
Administrative Specialists coordi­
nate work in two or more of the 
specialties listed above. Agencies 
ordinarily conduct specialized 
training programs to 
prepare employees for 
administrative work.

C. Claims and Benefits 
Examining

The Federal Government oper­
ates a number of pension, insur­
ance, disability, and other benefit 
services. Persons employed in 
this field receive and review 
claims applications, determine 
claimants’ eligibility, and author­
ize settlement.
Social Insurance Claims 
Examiners work on retirement, 
unemployment compensation, 
medicare/medicaid, and old- 
age insurance claims filed 
under programs administered 
by the Department of Health, 
Education and Welfare.
Civil Service Claims Examiners 
perform claims work under the 
benefit program for retired 
Federal employees.
Veterans Claims Examiners 
process claims for education/ 
training benefits, retirement, 
disability, and special benefits 
tor veterans.
Passport and Visa Examiners 
review applications for passports 
and visas from U.S. and foreicn 
citizens travelling abroad and' 
authorize issuance of travel 
documents.

D. Investigations/Law 
Enforcement

Federal duties in this field in­
volve investigations of persons, 
activities, or records in connec­
tion with possible violations of 
laws or regulations.
Special Agents with the 
Department of Justice's Drug 
Enforcement Agency conduct 
investigations of criminal activity 
concerning violations of Federal 
drug laws. The investigations 
may involve surveillance, partici­
pation in raids, interviewing 
witnesses, interrogating sus­
pects, searching for evidence, 
seizures of contraband and 
equipment, making arrests and 
inspecting records and docu­
ments. Strict physical Standards 
must be met. Persons selected 
may be stationed anywhere in 
the United States or locations 
overseas, after completing an 
intensive training program.
Criminal Investigators gather 
Information concerning violation 
of Federal statutes to build a 
case tor Government prosecution 
of suspected criminals.
Positions in this field may 
require strict physical 
standards and proficiency 
with firearms.
General Investigators perform 
non-criminal type investigations 
such as examination of private 
Industry files to insure compli­
ance with wage and hour laws, 
end background and security 
checks of applicants for Federal 
employment

6



/

r

'E. Social Services 
. The Federal Government

. operates or sponsors programs 
which extend various services 
and benefits to citizens.
Persons working in this field 
are involved in providing these 
services to the public or in 
studying programs the 
Government sponsors.
Social Insurance Representatives 
are the primary contact 
between the Social Security 

5 _ Administration and the people
it serves. They counsel persons 

;; concerning the benefits they
are eligible to receive, and 

j /  personally process particularly
i complicated or urgent claims.

Educational Specialists do re­
search and planning for educa­
tional, recreational,-and rehabili­
tative training programs in 
hospitals, agencies, and military 
installations. Special require­
ments: A bachelor's degree with 
a major in education or a subject 
field appropriate tor the position.
Contact Representatives (Veter­
ans Administration) extend the 
VA's service programs to the 
public. They counsel veterans on 
their entitlement to benefits, help 
applicants file their claims, and 
give personal attention to urgent 
cases.

F. Other Positions 
Writers and Editors work primar­
ily in public relations functions. 
They are responsible for prepar­
ing news releases, articles for 
periodicals, pamphlets and other 
informational materials on 
Federal activities.
Economists analyze and evaluate 
data and prepare reports which 
include recommendations on vari­
ous phases of major economic 
problems. Work may also include 
compiling and interpreting sta­
tistical information on economic 
conditions or problems. Special 
requirements: A bachelor’s 
degree with at least 21 semester 
hours (32 quarter hours) in 
economics and 3 semester hours 
(5 quarter hours) in statistics, 
accounting, or calculus.

7

i .



c
OCCUPATIONS 
NOT COVERED 
BY THIS 
EXAMINATION

Many occupations at the GS-5 
and GS-7 levels are not filled 
through this examination. These 
occupations are ones for which 
specific types of education or 
experience are necessary to 
qualify. A written test is not 
usually required. Applicants in­
terested in these positions should 
file a separate application ac­
cording to the instructions in the 
appropriate announcement. For 
more information and copies of 
announcements about these 
positions, contact the nearest 
Federal Job Information Center.

Accountant
Aerospace Technologist 
Architect 
Cartographer 
Chemist
Computer Specialist 

(experienced or trained) 
Engineer
Guidance Counselor 
Illustrator/Graphic Arts 

Specialist 
Librarian 
Mathematician 
Metallurgist 
Nurse 
Physicist
Recreation Specialist 
Scientist 
Statistician 
Teacher

GOVERNMENT 
AGENCIES 
NOT COVERED BY 
THIS EXAMINATION

The United States Civil Service 
Commission does not accept ap­
plications for employment with 
the Government'agencies listed 
below, each of which has a 
separate system for hiring 
personnel.

For more information about 
employment with these agencies, 
write to the addresses indicated:
Atomic Energy Commission 
Division of Personnel 
Washington, D.C. 20545
Central Intelligence Agency 
Office of Personnel 
P.O. Box 1925 
Washington, D.C. 20013
Federal Bureau of Investigation 
Room 4306 
Department of Justice 
Washington, D.C. 20535
National Security Agency 
Fort Meade, Maryland 20755
Department of State 
Foreign Service Employment 
Division
Washington, D.C. 20520
United States Postal Service 
(contact your local Post Office 
for information)

I
I
{

Ii
it

v. j

HOW
TO APPLY

See the enclosed supplement 
for information on application 
procedures and more detailed 
information on employment op­
portunities. If a supplement is 
not enclosed, a copy can be 
obtained from the office listed 
below which has jurisdiction over 
the area in which you wish to 
take the written test

8



c

U.S. CIVIL 
SERVICE 
COMMISSION 
AREA OFFICES

\

i

ASIanta Area Office 
U.S. Civil Service Commission 
Federal Office Building 
275 Peachtree Street. N.E.
Atlanta. Georgia 30303

Boston Area Office 
U.S. Civil Service Commission 
John W. McCormack Post Office and 

Courthouse
Boston. Massachusetts 02109

Chicago Area Office 
U.S. Civil Service Commission 
Steger Building. 18lh Floor 
28 E. Jackson Boulevard 
Chicago. Illinois 60604

Dallas Area Office 
U.S. Civil Service Commission 
1100 Commerce Street. 6th Floor 
Dallas, Texas 75202

Denver Area Office 
U.S. Civil Service Commission 
U.S. Post Office Building 
18th and Stout Streets 
Denver. Colorado 80202

Honolulu Area Office 
U.S. Civil Service Commission 
1000 Bishop Street 
Honolulu, Hawaii 96813

New York Area Office
U.S. Civil Service Commission
26 Federal Plaza
New York, New York 10007

Philadelphia Area Office 
U.S. Civil Service Commission 
William J. Green, Jr. Federal Building 
600 Aren Street
Philadelphia, Pennsylvania 19106

San Francisco Area Office 
U.S. Civil Service Commission 
P.O. Box 36122 
450 Golden Gate Avenue 
San Francisco. California 94102

San Juan Area Office 
U.S. Civil Service Commission 
PAN AM Building 
255 Ponce De Leon Avenue 
Hato Rey. Puerto Rico 00917

Seattle Area Office
U.S. Civil Service Commission
Federal Office Building
1st Avenue and Madison Street
Seattle. Washington 93104

St. Lours Area Office
U.S Civil Service Commission
1520 Market Street
St. Louis. Missouri 63103

Washington. D.C. Area Office 
U.S. Civil Service Commission 
1900 E Street. N.W.
Wasnington, D.C. 20415

Geographical Area Covered.
Alabama: Florida: Georgia: Kentucky (except Boyd. Henderson. Boone, 
Campbell, and Kenton Counties): Mississippi: North Carolina: South 
Carolina: Tennessee: Crittenden County, Arkansas: Floyd and 
Clark Counties, Indiana.

Connecticut: Maine; Massachusetts; New Hampshire; Rhode Island; 
Vermont.

Illinois (except Madison and St. Clair Counties): Indiana (except Clark 
and Floyd Counties): Scott County, Iowa: Micnigan: Minnesota (except 
Clay County): Ohio (except Belmont. Jefferson and Lawrence Counties); 
Wisconsin; Henderson, Boone, Campbell, and Kenton Counties, Kentucty.

Arkansas (except Crittenden County); Louisiana; New Mexico- Oklahoma- 
Texas.

Colorado: Montana: North Oakota; South Dakota; Utah; Wyoming; 
Clay County, Minnesota.

Hawaii; Guam; Pacific Ocean Area.

New York; New Jersey (except Camden County).

Delaware: Maryland (except Prince Georges. Charles, and Montgomery 
Counties); Pennsylvania; Virginia (except Arlington, Fairfax. Loudoun, 
Stafford, Prince William and King George Counties): West Virginia; 
Belmont, Jefferson and Lawrence Counties, Ohio; Boyd County, 
Kentucky; Camden County. New Jersey.

Arizona; California; Nevada.

Puerto Rico; Virgin Islands.

Alaska; Idaho; Oregon; Washington.

Iowa (except Scott County): Kansas; Missouri; Nebraska; Madison and 
St. Clair Counties, Illinois.

Washington Metropolitan Area (District of Columbia. Charles. Montgomery 
and Prince Georges Counties. Maryland: Arlington, Fairfax. Loudoun, 
Stafford. Prince William, and Kmq George Counties. Virginia; overseas 
areas except Pacific Ocean Area).

L 9



c

SPECIAL
PROCEDURES
FOR
SOME
APPLICANTS

1. Persons Who Are Handi­
capped: Applicants who are 
blind, deaf, or otherwise 
handicapped are urged to 
take advantage of special 
testing arrangements. The 
nature of your disability 
should be indicated on the 
test scheduling card so that 
the appropriate arrangements 
may be made.

2. Applicants Claiming 10-Point 
Veterans Preference: These 
applicants should submit a 
Standard Form 15, with proof 
required therein, along with 
the regular application forms 
at the time of the written 
examination. This form is 
available at Federal Job 
Information Centers.

3. Outstanding Scholar and 
Quality Graduate Applicants: 
Those applicants who are 
claiming credit based upon 
grade-point average or stand­
ing in their graduating class 
must submit to the hiring 
agency a transcript or official 
letter from their school as 
verification.

10

EMPLOYMENT
OUTLOOK

Lists of eligible candidates are 
maintained by.each of the Civil 
Service Commission offices 
shown on page 9 . Each makes 
referrals to Federal agencies 
within a defined geographical 
area. When you take the written 
test you will be asked to indicate 
where you wish to be considered 
for employment. Remember, in 
making your choices, that you 
must pay your own expenses in 
moving to your first duty location. 
Within any given area your 
employment opportunities will be 
best if you are available for most 
or all occupations.
For the past several years em­
ployment opportunities have 
been best in the New York and 
Chicago regions. Opportunities 
are most limited in the Boston, 
Denver, and St. Louis regions. 
Competition is very heavy for 
positions in Washington, D.C.

»  c r o  : 1*14 O - 151- 100



V.

Preparing for the
PROFESSIONAL AND ADMINISTRATIVE 

CAREER EXAMINATION

INTRODUCTORY NOTE

The information in this pamphlet supplements that provided by the Announcement for this 
examination which can be obtained from Job Information Centers and other places where Federal 
employment information is distributed, such as college placement offices. The Announcement 

'should be read carefully since it gives specific information as to examination requirements and 
the nature of the work and opportunities in some of the jobs. It also lists several booklets that 
contain additional information on job opportunities in the Federal government.

THE W RITTEN TEST
The written test makes it possible for an appli­
cant to be considered for several different occu­
pations through a single examination by meas­
uring a number of abilities common to these 
occupations. Scores in each area of ability will 
be weighted according to job requirements. 
The test includes j measures of the ability to 
understand and use written language; the abil­
ity to derive general principles from particular 
data; the ability to analyze data and derive 
conclusions; the ability to understand, interpret 
and solve problems presented in quantitative 
terms; the ability to derive conclusions from 
incomplete data supplemented by general 
knowledge; and the ability to discover the log­
ical sequence of a series of eventsT]

TAKING THE TEST
Competitors should give themselves every fair 
advantage in preparing for and taking the writ­
ten test by following the practices and tech­
niques suggested below:

1. Since the test is not a knowledge test 
such as the ones given in school, study­
ing for the examination the night before 
will not be helpful. A good night’s rest is 
a better idea.

2. The sample questions included in this 
pamphlet should be studied carefully. 
Also, the instructions included in each 
section of the actual test should be read 
as carefully as time will allow. A reason­
able amount of time is allotted for this pur­
pose in the examination room.

3. Each competitor should bring two medium 
No. 2 pencils already sharpened. Also, 
although the examiner will periodically in­
dicate the time, it may be advisable to

bring a watch as an aid in keeping track 
of the time during the examination.

■ 4. Competitors should take into considera­
tion possible difficulties in finding a park­
ing place or in locating the examination 
room. Extra time should be allowed to 
avoid running the risk of arriving too late 
to be admitted to the examination.

5. Competitors must have all required forms 
completely filled out or they will not be 
admitted to the examination.

Following the above recommendations should 
help competitors to be relaxed and ready to 
concentrate fully on the test material.

Time lim its
A definite time limit has been set for each part 
of the test. These time limits are ample but will 
not be enough if competitors waste their time 
on questions for which they do not know the 
answer. Before each part the examiner will 
announce the number of questions in that part 
and the length of time allowed. When the time 
is announced competitors should check their 
watches or the room clock, if there is one, so 
that they know when the time will be up. While 
competitors are taking the test they should 
occasionally check the time. The examiner will 
mention the time 10 minutes before it is up. 
After this reminder competitors should finish 
the questions in that section and try to allow a 
few. minutes for making final decisions and 
checking their answers before the time is up.

1

EXHIBIT B



How to mark the answer sheet 
Competitors will be instructed to select the best 
choice of the suggested alternative answers tor 
each question and to record this choice on a 
separate answer sheet. The question numbers 
on the answer sheet run across the page. Each 
answer must be shown by completely darkening 
the space corresponding to the letter that is the 
same as the letter of the correct answer. To 
avoid inaccurate scoring, the mark MUST be 
kept within the space and marks that have to 
be erased should be completely erased. Only 
one answer should be marked for each ques­
tion since the scoring machine scores double 
answers as errors. All answers must be marked 
on the answer sheet; answers in the test book­
let do not count. On the other hand, any figuring 
that needs to be done in answering a question 
should be done in the test booklet, NOT on the 
answer sheet.

How to answer the questions 
If competitors first answer the questions that 
they know, they will not risk having time called 
before they have answered those questions 
for which they know the answers. When the 
answer is known after the first careful readina 
of a question, that answer should be marked 
on the answer sheet and the competitor should 
proceed to the next question without pausing. 
When a question appears especially difficult 
and is left untiMater, care should.be taken that 
the corresponding number on the answer sheet 
is left unmarked.

Guessing
In this test the examiner will tell the competi­
tors, “ It will be to your advantage to answer 
every question you can since your score will be 
the number of questions you answer correctly." 
This statement means that guessing is not 
penalized and that the score is the actual num­
ber of right answers. It is advisable therefore 
to make an intelligent guess about the answer 
to a difficult question.

Additional suggestions
Oral directions by the examiner and written 
directions in the test booklet are given to help 
the competitor and should be followed closely. 
When the examiner is giving directions before 
the test, competitors should feel free to call 
for an explanation if they need one. They 
should not risk making mistakes because the 
directions are not clear to them. Those com­
petitors who have taken certain courses in edu­
cation and psychology may have been warned 
by their instructors to avoid using words such 
as "none," “ always,” “ every” and “ all”  in mak­
ing test questions for prospective students. It 
is often difficult to write an answer in such

terms and a consensus exists that the correct 
answer usually contains words like “ mostly." 
may be. often ’ and other indefinite expres­

sions. The wrong choices are popularly sup­
posed to be tipped off by “ always,” “ every," 
etc. This is not the case in Civil Service exami­
nations. If a choice seems good it should not 
be ruled out simply because it contains a word 
that is not “ supposed” to be in a correct 
answer.

SAM PLE QUESTIONS
i his section illustrates the different types of 
questions found in the written test. None of 
these sample questions are used in a current 
test but they are similar to actual questions in 
difficulty, content and form. Competitors should 
carefully study every question so that they are 
prepared for questions of the same type in the 
examination. Some difficult questions are in­
cluded in the sample material and competitors 
should not be discouraged if they miss some of 
them. No applicant is expected to answer all 
questions correctly on the written test.
The written test consists of several sections 
which measure the abilities that are considered 
essential in carrying out the duties of the jobs 
filled through this examination. Since certain 
sections of the test apply more to some occupa­
tions than to others, part scores on the written 
test will be weighted and combined under dif­
ferent weighting patterns to obtain six basic 
ratings, each representing the combination of 
abilities appropriate for certain occupations.

Question-type i
Many Federal jobs require the ability to analyze 
understand and interpret written material of 
varying levels of complexity and to retain the 
content for at least a limited period of time. 
Question-type I is primarily designed to test 
these comprehension and retention abilities. 
The following questions therefore require com­
petitors to understand a given paragraph and 
to select an answer based on their comprehen­
sion of the conceptual content of the paragraph.
fnrm,,7ffhtw ant w, f r is either a repetition, formulated in different terminology, of the main
concept or concepts found in the paragraph, or 
r  .a P rolusion Whose inherence in the con- 
ent of the paragraph is such that it is equiva­

lent to a restatement. H

2



c
1. Through advertising, manufacturers exer­

cise a high degree of control over consum­
ers’ desires. However, the manufacturer as­
sumes enormous risks in attempting to 
predict what consumers will want and in 
producing goods in quantity and distributing 
them in advance of final selection by the 
consumers.
The paragraph best supports the statement 
that manufacturers
A) can eliminate the risk of overproduction 

by advertising
B) completely control buyers’ needs and 

desires
C) must depend upon the final consumers 

for the success of their undertakings
D) distribute goods directly to the con­

sumers
E) can predict with great accuracy the suc­

cess of any product they put on the 
market

The conclusion derived by the correct alterna­
tive, C, is inherent in the content of the para­
graph; although it acknowledges that advertis­
ing plays an important role in determining con­
sumers’ desires, it affirms that final selection 
rests with the consumers and that manufactur­
ers therefore take enormous risks in attempting 
to predict final selection. Alternative B contra­
dicts the opening sentence of the paragraph 
which refers only to a “ high degree of control.” 
Alternatives A and E likewise affirm the oppo­
site of what the paragraph postulates, i.e., that 
the manufacturer’s predictions entail enormous 
risks. Alternative D is almost irrelevant to the 
paragraph since 'distribution techniques have 
not been considered.
2. The function of business is to increase the 

wealth of the country and the value and 
happiness of life. It does this by supplying 
the material needs of men and women. When 
the nation’s business is successfully car­
ried on, it renders public service of the high­
est value.
The paragraph best supports the statement 
that
A) all businesses which render public serv­

ice are successful
B) human happiness is enhanced only by 

the increase of material wants
C) the value of life is increased only by the 

increase of wealth
• D) the material needs of men and women 

are supplied by well-conducted business 
E) business is the only field of activity 

which increases happiness
The correct alternative, D, restates the main 
idea in the original paragraph that business 
increases the value and happiness of life by

#
supplying the material needs of men and 
women. Alternative A derives its conclusion 
incorrectly, i.e., the proposition that all success­
ful businesses render public service, cannot 
be logically reversed to “ all businesses which 
render public service are successful." Alterna­
tives B and C assume an equation between hap­
piness and wealth which is not supported by 
the content of the paragraph. Alternative E like­
wise equates happiness with business endeav­
ors or their products, which the content of the 
paragraph does not warrant.

3. Honest people in one nation find it difficult 
to understand the viewpoints of honest peo­
ple in another. Foreign ministries and their 
ministers exist for the purpose of explaining 
the viewpoints of one nation in terms under­
stood by the ministries of another. Some 
of their most important work lies in this di­
rection.
The paragraph best supports the statement 
that
A) people of different nations may not con­

sider matters in the same light
B) it is unusual for many people to share 

similar ideas
C) suspicion prevents understanding be­

tween nations
D) the chief work of foreign ministries is 

to guide • relations between nations 
united by a common cause

E) the people of one nation must sympa­
thize with the viewpoints of the people 
of other nations

The conclusion derived by the correct alterna­
tive, A, is inherent in the content of the para­
graph; if honest people in one nation find it diffi­
cult to understand the viewpoints of honest peo­
ple in another, it is because they often see 
matters in different lights. Alternatives B, C and 
D find little or no support in the paragraph: B 
is concerned with "many people”  whereas the 
paragraph refers to people of different nations; 
C assumes that nations are suspicious of each 
other and that suspicion prevents understand­
ing; D contradicts- the main idea expressed by 
the paragraph since foreign ministries should 
work towards mutual understanding between 
nations having discrepant viewpoints whether 
or not they have a common cause. Alternative E 
sets forth an ethical command which to an ex­
tent stems from the content of the paragraph 
but which is not completely warranted by it as 
is the conclusion of alternative A.

3



V

4. Education should not stop when the indi­
vidual has been prepared to make a liveli­
hood and to live in modern society. Living 
would be mere existence were there no ap­
preciation and enjoyment of the riches of 
art, literature and science.
The paragraph best supports the statement 
that true education
A) is focused on the routine problems of 

life
B) prepares one for a full enjoyment of life
C) deals chiefly with art, literature and 

science
D) is not possible for one who does not en­

joy scientific literature
E) disregards practical ends

TJ1® ®orrect, alternative, B, restates the main 
idea presented in the paragraph that living is 
mere existence for those individuals who lack 
the enjoyment of art, literature and science. 
Alternative A directly contradicts this main idea, 
and alternatives C and E also contradict the 
paragraph which acknowledges that education 
should prepare the individual to make a liveli­
hood although it shouldn't stop there. Alterna­
tive D goes beyond the paragraph in that it 
affirms that each individual must enjoy scien­
tific literature whereas the original statement 
simply suggests that life in general would be 
limited if the riches of science, art and litera­
ture were not available for appreciation and 
enjoyment.

Question-type II
Many Federal jobs require the use of clear and 
succinct verbal and written expression. Basic 
vocabulary limitations impede the precise cor- 
respondence_ of words and concepts and thus 
hinder effective language communication. Ac­
cordingly, the following questions present a 
key word and five suggested answers. The 
competitor s task is to find the suagested an­
swer that is closest in meaning to the key word. 
The wrong alternatives may have a more or less 
valid connection with the key word. In some 
cases, therefore, the right choice differs from 
a wrong choice only in the degree to which its 
meaning comes close to that of the key word.

1. Subsume means most nearly
A) understate 

• B) absorb
C) include
D) belong
E) cover

To subsume means to include within a laroer 
class or order (alternative C). Alternative A is 
unrelated in meaning. Alternatives D and E are 
somewhat related since an element included 
in a group or class can be said to belong to it

nd to be covered by it. To a degree, likewise, 
it may be said that an element included in a 
group or class is absorbed (alternative B) by 

e group or class, although strictly speaking, 
a subsumed element partially preserves its in­
dividual identity whereas an absorbed element 
does not.

2. Notorious means most nearly 
. A) condemned

B) unpleasant
C) vexatious
D) pretentious
E) well-known

Notorious means being or constituting some­
thing commonly known. Thus alternative E is 
almost synonymous in meaning. Alternatives B, 
w and D are unrelated in meaning, since a no­
torious individual may or may not be unpleas­
ant, vexatious or pretentious. Alternative A 
hinges on a secondary nuance of the word no­
torious: being widely and unfavorably known 
However, being unfavorably well-known does 
not necessarily imply being condemned.
3. Novices means most nearly

A) volunteers
B) experts
C) trainers
D) beginners
E) amateurs

Novice designates one who has no training or 
experience in a specific field or activity and is 
hence a beginner (alternative D). An expert 
(alternative B) is therefore the exact opposite.
A tramer (alternative C) may or may not be an 
expert but must certainly have a certain amount 
of knowledge. Volunteers (alternative A) are in 
most cases not novices since they usually vol­
unteer for something they are knowledgeable 
in. An amateur (alternative E) is one who en­
gages in a particular pursuit, study or science 
as a pastime rather than as a profession. Thus 
an amateur may be a novice in the initial stages 
of tormal training, but more often than not will 
be an expert who has acquired expertise in a 
particular field through" the consistent pursuit 
of a pastime or pleasure.

4. To succumb means most nearly
A) to aid
B) to oppose
C) to yield
D) to check
E) to be discouraged

To succumb is to cease to resist or contend 
before a superior or overpowering force or de­
sire hence to yield (alternative C). Alterna­
tive B expresses the stage prior to succumbing.

4



Alternative A is not related except perhaps 
accidentally an individual who succumbs may 
involuntarily serve the purpose of the over­
powering force. Alternative D is unrelated in 
meaning, and alternative E is related only 
vaguely in the sense that the succumbing party 
may be susceptible to discouragement.

Question-type III
The ability to discover the underlying relations 
or analogies existing among specific data is im­
portant in many Federal jobs where solving 
Droblems involves the formation and testing of 
hypotheses. The questions in this section test 
this ability. Each question consists of a serfes 
of letters arranged in a definite pattern. The 
competitor must discover what the pattern is 
and decide which alternative gives the next let­
ter in the series.

1. b c d b c e b c f b c g

A} b B) c C) h D) i E) e 
The answer is A. The sequence maintains two 
etters (b c) in the same order while the third 
letter is in consecutive alphabetical order 
(d e f g). The pattern b e g  has been completed 
and the next letter should begin the pattern 
b e n .

2. b c c c d e e e f g g g h l i

A) g B) h C) i D) j E) f
The answer is C. i he pattern consists of letters 
written in alphabetical order with every second 
letter repeated three times. Since the last letter 
in the sequence, -the i, is only repeated twice 
it should be repeated a third time.

3. b n c d n e f g n h l j k

A) n B) I C) m D) I E) j 
The answer is A. The sequence consists of a 
fixed letter (n) placed after consecutive letter 
periods. These periods acquire an additional 
letter each time and begin with the letter which 
alphabetically follows the last letter in the pre­
ceding period, i.e., bn edn elgn hijk. The letter 
n must therefore be placed after the last period.
4. b e d b e f  g e h i j h k l m

A) k B) h C) I D) n E) o 
The answer is A. The series is an alphabetical 
progression of four-letter sequences where 
each fourth letter repeats the first letter of each 
sequence: bedb elge hijh klmk.

Question-type IV
As in the previous section the questions in this 
section measure the ability to discover the un- 

erlying relations or analogies existing among 
specific data Each question consists of two sets 
of symbols where a common characteristic ex­
ists among the symbols in each set and where 
an analogy is maintained between the two sets 
of symbols. The competitor must discover which 
alternative gives the symbol that simultaneously 
preserves the characteristic common to the 
symbols in the second set and the analogy with 
the symbols in the first set.

1.

The answer is C. An analogy is established here 
between a circle and a square. Therefore a cir-

B
I I ... ?
I I ■

D
r

cle split into two halves is the same as a square 
split into two halves. H

The answer is B. In this case the form of the 
symbols is irrelevant. The critical feature is 
found in the lines included within the symbols. 
The lines in the first three symbols are all

slanted lines. The lines in the second two sym­
bols are all vertical lines. Of the five alterna­
tives, symbol B is the only one with vertical 
imes. „

5



3.
c

A B D

w

The answer is E. The symbols in the first box 
are made up of straight lines. The symbols in 
the second box are made ud of curved lines.

The symbol in alternative E is the only one that 
preserves the pattern.

4.

J \ l o
I H 7  (

The answer is C. The first three symbols are 
identical except for their orientation— the orien­
tation of the second symbol is a 90° rotation of 
the first symbol. Likewise the third symbol is a

90 rotation of the second symbol. The symbols 
in the second box follow the same 90° rotation 
pattern. Alternative C is the only one that pre­
serves the pattern.

Question-type V
The development of plans, systems and proce- 
dures is an essential function of many Federal 
jobs. This function entails the ability to analyze 
given facts and discover their implications, as 
well as ihe ability to reason from general prin­
ciple^ to the implications of these principles in 
specific situations. Question-type V tests these 
analytical abilities. Accordinaly, each of the 
following questions consists" of a statement 
which is to be accepted as true and should not 
be questioned for the pumose of this test. Fol­
lowing the statement are 'five alternatives. The 
correct alternative MUST derive from the infor­
mation given in the original statement without 
drawing on additional information. By contrast 
the four incorrect alternatives rest, to varying 
degrees, on the admission of new information.

1. No substantial alterations in the age struc­
ture took place between 19S0-70 and life 
expectancy remained the same. A slight 
drop, nonetheless (from 38 to 37 per cent) 
is noted in the proportion of the pooulation 
20 years of age and younger. \
Therefore, between 1960-70
A) the proportion of the productive-age pop­

ulation increased
B) .there was a slight decrease in fertility

rates ’
- C) there was a decrease in emigration

D) there was a slight increase in infant mor­
tality

E) production remained substantially the 
same

The correct alternative, A, follows from the data 
that there was a slight drop in the proportion 
of the population under 20 years of age and 
that life expectancy remained the same. Alter­
natives B and D are_ possible explanations of 
tne slight decrease in the proportion of the 
younger population but do not derive from the 
original statement and would require additional 
e^,̂ f-nCe* Alternative C would likewise require 
additional information and would seem to apply 
more as a partial and possible explanation of a 
decrease in the productive-aae population Al­
ternative E in no way derives from the aiven 
data since many factors affect production be­
sides the age structure of the population.
2. A robot can take a walk in order to mail a 

letter; it can play chess, build other ma­
chines and generally exhibit rule-governed 
behavior. A robot can kill a person but, un­
like a person, it cannot be ashamed. It can 

n°t annoyed. It can perhaps 
exhibit behavior as it it were ashamed or 
annoyed.
A) Robots are capable of thought.
B) Robots can do things that people do but 

cannot be what people are.
C) Robots and people are outwardly the 

same.
D) Robots can make conscious decisions 

but have no moral consciousness.
E) Robots never exhibit their inner thouqhts 

and realities.

6



c
The correct alternative, B, derives its conclu­
sion from the joint consideration of the actions 
enumerated in the original statement as ac­
tions that a robot can perform— mailing a letter, 
playing chess, killing a person— and the con­
scious states that are enumerated as impossi­
ble in a robot, i.e., being ashamed or annoyed. 
Furthermore, the last sentence in the original 
statement contrasts outward behaviors with the 
actual conscious states they represent. Alter­
native A rests on the assumption that thought 
can be equated with exhibited behavior and not 
with inner consciousness. Alternative C as­
sumes not only that all exhibited behavior is 
the same but that the outward appearance of a 
robot and a person is the same. Alternative D 
correctly derives a section of its conclusion— 
the lack of moral consciousness—from the 
stated fact that a robot cannot be ashamed, but 
assumes that a robot can kill a person after 
making a conscious decision, which contradicts 
the original stalement. Alternative E likewise 
affirms, in contradiction of the original state­
ment, that robots have inner consciousness.
3. The Thirty Years’ War, 1618 to 1648, estab­

lished the principle of religious toleration 
among the German states, but it also re­
duced the German population by at least 
one-third, and much of the cultivated land 
became wilderness.
Therefore, the Thirty Years’ War
A) altered the geographical boundaries of 

the German states
B) was generally beneficial to the German 

states
C) was fought on German soil
D) established a large number of religions 

within the German states
E) caused the German population to be­

come widely scattered

The correct alternative, C, derives its conclu­
sion from the given facts that the German popu­
lation was reduced by one-third and much of 
the cultivated land became wilderness. Alter­
native A, on the other hand, assumes the estab­
lishment of new borders from the extraneous 
information that borders are usually changed 
by wars. Alternative B derives its conclusion 
from the assumption that religious tolerance 
creates a surrounding influence beneficial to all 
aspects of national life. Alternative D assumes 
an' equation between religious tolerance and 
religious pluralism, and alternative E likewise 
assumes an equation between the reduction of 
the population and. the scattering of the popu­
lation.
4. Though easy to learn, backgammon is a sur­

prisingly subtle and complex game to play 
very well. It is a game that calls for mastery 
of the laws of probability and the ability to 
weigh and undertake frequent shifts in 
strategy.
Therefore, a necessary quality for playing 
backgammon very well is
A) the ability to deceive the opponent
B) a willingness to take calculated risks
C) a high degree of manual dexterity
D) the ability to make quick decisions
E) a mastery of advanced mathematics 

The correct alternative, B, derives its conclu­
sion from the given fact that the game is based 
on decisions of probability. Thus the player 
must take calculated risks. The four incorrect 
alternatives, on the other hand, rest on assump­
tions that, to varying degrees, go beyond the 
original statement. Alternative E, for example, 
assumes that a mastery of the laws of probabil­
ity entails a more generic mastery of advanced 
mathematics. Alternative D assumes that fre­
quent shifts in strategy cannot be carried out 
slowly.

7



c

M anyFedeS jobs require the ab ili^ 'to  under- 
stand and utilize information presented in chan 
or table form. The following questions require

competitors to deduce the missing values in a 
table of figures from the information in the rest 
of the table.

TABLE .• GENERAL REVENUE OF STATE AND LOCAL GOVERNMENTS STATES: 1970 
IAB Hypothetical data

STATE

Taxes

All Property
taxes tax Other

258 39 219
417 102 31 5
426 166 26 0
252 65 187
559 262 297
419 179 240
484 238 246
450 84 366
517 169 348
347 118 229

Charges
and

miscel-
Total Taxes laneous

140 98 42
915 H 815
168 132 35
131 98 33
165 134 31
158 122 36
125 107 18
150 112 38
120 104 16
139 105 34

1 B a«d  on resident population

1. What is the value of I?
A) 800
B) 600
C) 499
E) None of these, or cannot be calculated 

from data provided
The answer is C. The figure represents the 
total Revenue per Capita which is . y.
adding the three major columns therein. 
Charges and miscellaneous All taxesjmd Fed­
eral Government: 110 + 258 + 131 4“ ~- ,
ternative D represents an erroneousdoublead: 
dition of the Property tax and Other subcol 
umns the amounts corresponding to which were 
already included in the All taxes column. Al- 
ternatives A and 3 are irrelevant values.

2. What is the value of II? <
A) 392
B) 828
C) 100
E) None of these, or cannot be calculated 

from data provided
The answer is C. it is obtained by subtracting
Charges and miscellaneous from the Tota
Revenue from own sources: 915 -  815 -  iuu. 
Alternatives A. B and D are irrelevant values.

3. What is the value of III?
A) 124
B) 141 *
C) 176
E) None of these, or cannot be calculated 

from data provided
The answer is A. It is obtained by adding the 
two major columns for which values are given 
in the Revenue per Capita subdivision. All axes 
and Charges and miscellaneous, and subtract- 
ina the result from the total Revenue per Capita. 
i l 9  + 123 -  542; 655 -  542 = 124. Alternatives 
B, C and D are irrelevant values.
4. What is the value of IV?

A) 725
B) 687
C) 71D 
n i 1144
E) None of these, or cannot be calculated 

from' data provided
The answer is E. The Total General Revenue 
cannot be calculated, since the *otal p° pu|®f JP 
figure is missing. This figure should be multi­
plied by the Per Capita Income to obtain the 
Total Revenue. Alternative D erroneously adds 
the totals for Revenue per Capita and Revenue 
oer $1,000 of Personal Income: 192_+95J 
1145. Alternatives A, B and C are irrelevant 
values.

8



c

Question-type VII
Many Federal jobs require employees to per­
form or check arithmetic operations involving 
fractions, percentages, etc. and to solve quanti­
tative problems of varying complexity, where 
the approach to be utilized is not specified. The 
questions in this section test these abilities. 
Although the arithmetical processes involved 
are simple, the figuring should of course be 
done with care.
1 .  1 1 3 1 % 2  -  2 3 5 4  3  -

A) 79<%a
B) 80%a
C) 80i%..
D) 804%,
E) None of these

The answer is A. First of all fractions are re­
duced to a common denominator. Additionally, 
since the fraction being subtracted is larger 
than the one it is to be subtracted from, a unit 
must be taken from the whole number. 113, 
reducing it ito 112. The borrowed unit is con­
verted into fraction form and added to 17/52,
1. e., 5%, + iy54 -  <!%,. The subtraction is then 
carried out: 112s%, -  *33-%, -  794%,,.
2. 16 X 17

(57 +  79) 4 “

A) .50
B) .72
C) 1.9 • •
D) 8.0
E) None of these

The answer is A. The numbers in parentheses 
are added, 57 + 79 = 136 and 136 is then 
broken into 1 7 x 2 x 4 .  Common factors are 
eliminated:
1 6 x 1 7  16 x  17 1 6 x 1 7
(57 + 79)4 "  (136)4 = (17 X 2 X 4)4 “

16 X 17 1
------------------------- - -  -  .50
1 7 X 2 X 4 X 4  2

3. 221 i/j9 x  1011/33 -

A) 80.3
B) 2510.0
C) 2510.1
D) 2280 ^
E) None of these

The answer is D. Whole numbers are reduced
4200 361 • ,

to fractions:------ x ------- . Fractions are broken
19 35

into their component factors and common fac­
tors are eliminated: 7 x 6 x 100 19 x  19

------------------  x ------------ -
19 7 x 5

7 x  6 x  5 x 20 x  19 x  19

4. (418 + 56 -  8)313 
77 + (50 + 9)7 -  24

A) -  12378
B) 310
C) 313
D) 1246.649
E) None of these 

The answer is C.
(466)(313) (466)(313)
77 + (59)7 -  24 = 77 + 413 -  24 *

(466)(313) (466)(313)
490 -  24 = 465

Common factors are eliminated and the result 
is 313.
5. An office supply store buys 100 reams of 

special quality paper for $400. If 1 ream *= 
500 sheets of paper, how much must the 
store receive per 100 sheets to obtain a 20% 
gain on its cost?
A) 83d
B) 85b
C) 96b
D) 98b
E) None of these

The answer is C. Since 1 ream = 500 sheets, 
100 reams = 50000 sheets. To discover the cost 
of 100 sheets we set up a proportion:
50000 400

50000 X = 40000; X
40000

100 X ' 50000
0.80. The cost of 100 sheets is 80b. To discover 
the amount that the store must receive per 100 
sheets to obtain a 20% gain on the 80b cost, 
we find what 20% of 80b is and add the result: 
80 + (0.20)(80) -  80 + 16 = 96b-
6. A vase is packed in a carton with a 10' 

diameter and is surrounded by packing 2 ' 
thick at the mouth. If the diameter of the 
base is V2 the diameter of the mouth, what 
is the diameter of the base?
A) 3 '
B) 4 '
C) 6 '
D) 8 '
E) None of these

The answer is A. Since the vase is surrounded 
by packing 2" thick at the mouth and the 
diameter -of the carton is 10", we subtract: 
10 -  (2 + 2) ~ 10 — 4 = 6 ' which is the diam­
eter of the mouth. Since the diameter of the 
base is V2 the diameter of the mouth: 1/2(6)“ 3".

19 X 7 X  5 
6 X 20 X 19 -  2280.

9



7. Seventy 58' x 34' desks must be stored in 
a warehouse. If as many desks as possible 
are stored on the floor of a 15' x 25' room, 
how many desks will still require storage?
A) 46
B) 25
C) 45
D) 43
E) None of these

The answer is C. First of all, the feet are reduced 
to inches: 15 x 12 -  180 and 25 X 12 -  300. 
Next we determine how many times the length 
of a desk fits into the length of the room and 
how many times the width of a desk fits into

180 10 300 10
the width of the room :---- = 5 — and -—  = 5 — .

34 34 d8 58
We then multiply the whole numbers, which 
means multiplying the number of desks per row 
by the number of rows: 5 x 5  = 25. Since 25 
desks fit in the room, 45 desks will still require 
storage (70 -  25 — 45).
Alternative D is obtained by multiplying the 
width and length of the room and the width and 
length of a desk and dividing the total storage 
area by the total area of a desk: 180 x  300 -  
54000 and 58 X 34 = 1972; 54000 -  1972 -  

18927-----. Since 70 -  27 = 43, more desks would
493

fit in the same area. However, this solution is 
incorrect because it does not take into account 
that the storage space cannot be filled com- 

, pletely with desks. The shape of the desks is 
'no t adjustable to the shape of the room and 
there would always be unfilled spaces. Alter­
native A is. obtained by determining how many 
times the width of a desk fits into the length of 
the room and the length of a desk fits into the 

300 14 180 3
width of the room: —  -  8 — and —— -  3 — .

34 17 Do 410
The multiplication of the whole numbers yields 
24, and 70 -  24 » 46. One more desk actually 
fits into the storage area if we follow the 
process used to obtain the correct answer, 
alternative C.
8. A mechanic repairs 16 cars per 8-hour day. 

Another mechanic in the same shop reoairs 
11/2 times this number in % the time. Theo­
retically, how long will it takfe to repair 16 
cars in the shop?
A) 2% hours
B) 2’/io hours
C) 3 hours
D) 2V2 hours
E) None of these

The answer is A. For the second mechanic we 
obtain IV2 of 16 cars: V2 x 16 = 24 and 3/> of 8 
hours: 2U x 8 = 5 hours. The second mechanic 
therefore repairs 24 cars per 6-hour day. Sec­
ondly we determine how many cars each me­

chanic repairs per hour— the First mechanic:
2 cars/hr. and the second mechanic 4 cars/hr. 
Therefore 6 cars are repaired every hour if both 
outputs are added. Lastly we determine how 
many hours are required to repair 16 cars: we 
divide the 16 cars by the 6 cars/hr. which yields 
2% hrs.

Question-type VIII
Many Federal jobs require the ability to solve a 
presented problem when all the necessary facts 
to solve the problem are not given. Solution to 
the problem involves making some reasonable 
assumptions or anticipating what the most 
likely of several possible occurrences might be. 
This ability becomes especially important when 
decisions must be reached based on incomplete 
evidence. Accordingly, the questions in this 
section require competitors to select the best 
or most reasonable answer from five alterna­
tives. In order to do so, competitors are re­
quired to use general knowledge not included 
in the original statement. Since the correct 
alternative consists of the best or most reason­
able answer, it is essential to keep in mind that 
some alternatives may be plausible, although 
not as plausible as the correct alternative.

1. The development of a country’s water power 
is advocated as a means of conserving 
natural resources CHIEFLY because such a 
hydroelectric policy would tend to
A) stimulate the growth of industries in 

hitherto isolated regions
B) encourage the substitution of machinery 

for hand labor
C) provide a larger market for coal
D) make cheap electricity available in rural 

areas
E) lessen the use of irreplaceable fuel 

materials
Of the five alternatives, the correct alternative, 
E, derives from the fundamental or most essen­
tia! reason for the endorsement of a hydro­
electric policy, i.e., water is not a depletable 
energy resource. Alternatives A and D are 
plausible but are not as determinative as E. 
Alternative C is easily discarded since coal 
would have a larger market in the absence of 
hydroelectric power. Alternative B is also easily 
discarded since hydroelectric energy would in­
crease the availability of both the fuel and/or 
electricity needed to run machinery.

10



2. Complaints by the owners of large cars that 
they cannot see an already-parked small car 
in a parking lot until thev have begun to 
pull into a space, are BEST justified if
A) there are few empty parking spaces in 

the lot
B) the small car has been parked for a long 

time
C) the owners of large cars have poor vision
D) there is a designated parking area for 

small cars
E) there are few other small cars in the lot 

The correct alternative, D, hinges on the fact 
that strict justification for a complaint is more 
firmly rooted in legality than in individual situa­
tions or attitudes. Thus, for example, the owner 
of a large car who happens to find few empty 
parking spaces in a lot (alternative A), or who 
knows or assumes that a small car has been 
parked in a certain space for a long time (alter­
native B), can justify his or her annoyance only 
on the subjective level. On the other hand if a 
small car is parked in a space designated for 
large cars, the individual's annoyance and com­
plaint acquire objective and formal justification.
3. A country that is newly settled usually pro­

duces verv little art, music or literature. The 
MOST REASONABLE explanation of this 
fact is that
A) its people have had few experiences to 

draw on
B) there is little use for such work
C) suitable materials for such work must be 

imported
D) the physical development of the country 

absorbs most of the interest and energy 
of the people

E) there is as yet no governmental encour­
agement of the arts

The correct alternative, D, presents the most 
basic explanation for the lack of artistic produc­
tion in a newlv-settled country. The develooment 
of a newly-settled country necessitates the un­
divided attention of its people, and manpower is 
thus basically unavailable for the production of 
art, music or literature. Alternative A is im­
plausible since newly-settled people have many 
experiences which are eventually represented 
in the art, music and literature ofMater genera­
tions. Alternatives B, C and E make assump­
tions about conditions necessary for the pro­
duction of art, music and literature which are 
only partially valid. Alternative B incorrectly 
assumes that art is always produced for utili­
tarian purposes. Alternative C partially applies 
to art and music but not at all to literature. 
Alternative E is only partially plausible. The 
government of a newly-settled country is likely 
to encourage the production of goods rather 
than the production of art, music or literature.

However, artistic production can occur without 
governmental encouragement.
4. The CHIEF reason why every society has 

certain words and concepts that are never 
precisely translated into the language of 
another society is that
A) the art of good translation is as yet not 

sufficiently developed
B) there is too great a disparity between the 

intellectual levels attained by different 
societies

C) every society possesses cultural ele­
ments which are unique to itself

D) words and concepts never express the 
true nature of a society

E) every society has some ideas which it 
does not wish to share with other so­
cieties

The correct alternative, C, is the most basic 
reason why certain concepts are never pre­
cisely translated. Languages express the socio­
political contexts in which they are spoken and 
are bound to have expressions that are unique 
to these contexts. Alternative A fails to dis- 
tinquish between the qualitative and the quan­
titative. Whereas the art of good translation 
appears to be as yet not sufficiently widespread, 
it is indeed available. Furthermore its total 
unavailability would still constitute a secondary 
explanation, over and against alternative C, for 
the impossibility of the precise translation of 
certain words. Alternative B rests on the as­
sumption that all existing societies are substan­
tially disparate in their level of development, 
which is known not to be the case. Alternative 
D assumes the truth of the postulate expounded 
by some philosophical theories that words and 
concepts have no referential value. Alternative 
E presents a farfetched ethical judgment whose 
plausibility rests on the assumption that social 
groups are secretive and that the function of 
language is to exclude communication beyond 
the social group.

Question-type IX
As in the previous section the questions in this 
section measure the ability to solve a problem 
when_ all the facts relevant to its solution are 
not aiven. More specifically, many Federal jobs 
require the employee to discover connections 
between events sometimes apparently un­
related. In order to do this the employee will 
find it necessary to correctly infer that unspeci­
fied events have probably occurred or are likely 
to occur. This ability becomes especially im- 
portant when action must be taken on incom­
plete information. Accordingly, these questions

11



require competitors to choose among five sug­
gested alternatives, each of which presents a 
different sequential arrangement of five events. 
Competitors must choose the MOST logical of 
the five suqaested sequences. In order to do so, 
they MAY be required to draw on general 
knowledge to infer missing concepts or events 
that are essential to sequencing the five given 
events. Competitors should be careful to infer 
only what is essential to the sequence. The 
plausibility of the wrong alternatives will always 
require the inclusion of unlikely events or of 
additional chains of events which are NOT 
essential to sequencing the five given events.
1. 1. a body was found in the woods

2. a man proclaimed innocence
3. the owner of a gun was located
4. a gun was traced
5. the owner of a gun was questioned

A) 4-3-5-2-1 D) 1-3-5-2-4
B) 2-1-4-3-5 E) 1-2-4-3-5
C) 1-4-3-5-2

The correct alternative, C, interrelates the 
events in the simplest and most logical 
sequence: if a body is found (1), it is probable 
that a weapon will be found and traced (4), that 
its owner will then be located (3) and ques­
tioned (5) and that he will proclaim his inno­
cence (2). The plausibility of alternatives A and 
B rests on a more involved and less logical 
sequence because it requires the inclusion of an 
additional chain of events in order to make the 
discovery of a bodv (1) follow from a proclama­
tion of innocence (2). The plausibility of alterna­
tive D likewise requires the inclusion of an addi­
tional chain of'events to explain why a man 
would be located and questioned before the gun 
was traced. Sequence E rests on the assump­
tion that the owner of the gun and the man pro­
claiming innocence are two persons. In this 
case the man proclaiming innocence loses his 
relation to the other events and becomes super­
fluous unless additional events are included.
2. 1. a man was in a hunting accident

2. a man fell down a flight of steps
3. a man lost his vision in one eye
4. a man broke his leg
5. a man had to walk with a cane

A) 2-4-5-1-3 D) 1-3-5-2-4
B) 4-5-1-3-2 E) 1-3-2-4-5
C) 3-1 -4-5-2

The correct alternative, E, provides the most 
likely causal relationship for the five events. Ac­
cidents with weapons such as those used when 
hunting (1) can result in a loss of vision (3). 
One-eyed vision impedes depth perception and 
could result in a fall down a flight of steps (2) 
causing a broken leg (4) and necessitating the 
use of a cane (5). Alternatives A and B are less 
plausible because they establish a causal rela­

■ c

tionship between walking with a cane and hav­
ing the type of hunting accident that results in 
loss of vision. In addition, it is less likely that a 
man with a broken leg would go hunting than 
that a man with impaired vision would have to 
go up or down steps. Alternative D is less plaus­
ible than E because a broken leg rather than im­
paired vision is likeiy to necessitate the use of a 
cane. Alternative C is less plausible than E be­
cause it is likely that a loss of vision will follow 
rather than precede a hunting accident. Also, a 
broken leg is more likely to result from a fall 
than from a hunting accident.
3. 1. a man is offered a new job

2. a woman is offered a new job
3. a man works as a waiter
4. a woman works as a waitress
5. a woman gives notice

A) 4-2-5-3-1 D) 3-1-4-2-5
B) 4-2-5-1-3 E) 4-3-2-5-1
C) 2-4-5-3-1

The correct alternative, B, provides the best 
temporal sequence for the five events by estab­
lishing a causal relationship where the three 
events concerning the woman trigger the two 
events concerning the man. A woman works as 
a waitress (4); she is offered a new job (2); 
gives notice to her employer (5); who offers her 
job to a man (1); who begins work as a waiter 
(3) when the woman leaves. The other four al­
ternatives describe plausible situations but do 
not establish a causal relationship between the 
two sets of events. Thus if the new job that is 
offered to the man is not the one vacated by the 
woman, there is no way to determine whether a 
woman works as a waitress (4) before a man 
works as a waiter (31 or vice versa unless addi­
tional events are included.
4. 1. a train left the station late

2. a man was late for work
3. a man lost his job
4. many peoole complained because the

train was late
5. there was a traffic jam

A) 5-2-1-4-3 D) 1-5-4-2-3
B) 5-1-4-2-3 E) 2-1-4-5-3
C) 5-1 -2-4-3

The correct alternative. A, follows from the in­
ference that the man who is late for work is es­
sential to the deoarture of the train. This is the 
only assumotion that leads to a loaical and in­
terrelated sequence for the five events. The 
other four alternatives do not reallv interrelate 
the events and become Dlausible only if numer­
ous assumptions are made. In addition, the four 
alternatives sever the connection between the 
numerous complaints (4) and the lost job (3). 
Without this connection event 4 becomes super­
fluous.

« V l  COvtt**«UM r*«*4l* « G o r f C l  l* ?4— 4 /4 3 3 4  3 t t G O *  NO. «

12



. . . is the primary avenue of entry into the Fed­
eral service for people with potential for responsi­
bility and leadership. If you have a college 
education or equivalent experience, the FSEE offers 
you the opportunity to bo considered for.over 200 
occupations in some 50 Federal agencies all over 
the country. However, SO percent of the jobs filled

* — m•—* |— -• •»' • <**V * *• //>- %j*\
l . j  i. «  J J -i. mi ^  L m

are in the occupations listed under Career Briefs 
on page 3.

Starting salaries for these positions begin at $545 
per month (GS-5) and $575 per month (CS-7), 
with excellent opportunities for advancement based 
on individual performance.

ci: • m w* r '

Dncic FZZZ n e ru iro n io rits

Lduulioo ind LxperUnct n Minimum FSEE 
Test Rating

Combined Srcrt \ 
In Graduate Record j 
Lxtm Aptitude leit !

For Grade 5 positions ( 5 5 ,5 4 3 )— One of these:
1 .) A bachelor’s degree; or three years of responsible experience: 

or an equivalent combination. At ,’D 70* or 1 ,0 0 0

2.) A bachelor's degree w ith in the past two years and either a 3.50 
grade-point average on a 4.0 scale in all undergraduate courses 
or rank in the upper 10  percent of your class. No test required

For Grade 7 positions (US.023)— One of these:
1 .)  A bachelor’s degree plus one year of graduate study; or an LL.B. or 

J.D. degree from  a recognized law school; or fou r years of respon­
sible experience: or an equivalent combination.

1
1
1
1

AND 70 * or 1 ,0 0 0

2.) A bachelor's degree and either a 2.90 grade-point average on a 
4.0 scale in all undergraduate courses, or rank in the upper th ird  
of your class, or membership in a national honorary scholastic 
society (other than freshman societies) recognized by the Associa­
tion of College Honor Societies.

i
i
ii
i

AND 90 * or 1 ,2 0 0

3.) A bachelor’s degree; or three years of responsible experience, or 
an equivalent combination.

{
AND 95* or i,3 0 0  j

H w L M U d .! , u W U Vl* U ij vJ
w

. . . bring candidates with outstanding potential 
into responsible management positions at an ac­
celerated pace. Starting salaries for internships 
begin at $675 per month (GS-7) and $S24 per 
month (GS-9). Training programs generally include 
agency orientation, rotating assignments, special 
projects, individual counseling and special assist­
ance in planning career development. These formal 
training programs generally range in length from 
12 to 18 months. Competition is keen for intern­
ships. Although most internships are located in the 
Washington, D.C. area, some oppoVtunities exist 
in other parts of the country. For maximum con­
sideration, students should apply early in the 
school year.

To Qualify
. . . you must attain a score of 95* or better in

*Last year, 3 7 9/ e of the FZZZ eligibles received ratings of 90 or 
points will be added to the above scores, if applicable.

the FSEE or a combined score of at least 1300 in 
the Graduate Record Examination Aptitude Test, 
be highly recommended by people who have direct 
knowledge of your education and experience, pass 
an oral examination in the form of a group dis­
cussion, and meet one of the following education 
or experience requirements: 
experience requirements:

For GS-7 positions: bachelor’s degree; or 
four years of responsible experience: or a 
combination of such education and experi­
ence.
For GS-9 positions: bachelor's degree plus 
one year of graduate study; or an LL.B., J.D., 
or higher' degree from a recognized law 
school; or five years of responsible experi­
ence; or a combination of such education and 
experience.

above and 20%  had ratings of S5 or above. Veterans preference

EXHIBIT C



r
F . . V
L L •- J C .

See the endcscd supplement for information on 
how to take the written test. If a supplement is not 
endcscd. a copy may bo obtained from the office 
listed on pci-’e 15 havine jurisdiction over the area 
in v.hich you wish to take the test. Please fill out 
the enclosed Qualifications Griefs and the Educa­
tion and Experience Questionnaire and bring them 
with you to the examination. Only one copy of the 
Qualification Grief is required if you wish to estab­
lish your eligibility on one list; both copies if you 
wish to establish eligibility on two lists.
tf you wish to establish your eligibility based on 
an outstanding scholastic record or your Graduate 
Record Examination Aptitude Test part scores, 
complete the application form on the back cover 
of this brochure and mail it to the address shown 
on that form.
If you v/ish to be considered for Management Intern 
positions, be sure to circle No. 5 on the Education 
and Experience Questionnaire.
You will receive your rating approximately 3 weeks 
after taking the test or submitting the necessary 
forms.

C r-. r 4 r i X  ̂Q
C*J l! Ni-V m L-W Li L

Eighty percent of the jobs filled from the FSEE are 
in the occupations listed below. You may v/ish to 
refer to this list when answering Questions 32 and 
33 in the Qualifications Brief. Unless otherwise 
indicated, no specialized training is required.

Ac!: i : r r , . r : r . i A ; » ' f i r \ r ,..-0 .'“ r«5c— Adm inistrative work 
typically concerns two or more of the following areas: 
Budget and fiscal, personnel, management analysis, 
organization, supply and record-keeping. Agencies conduct 
specialized tra in ing programs to develop employees for 
adm inistrative work.

Jobs in this field ore numerous and varied, and exist in all 
Government agencies. Opportunities for advancement to 
positions at G S -11 and above are excellent.

Eon!-, and T .-v r - ; ," loan  Examiner— Examiners as­
semble inform ation essential to the appraisal and clas­
sification cf assets, verify cash on hand, prepare bank 
reconcilements, verify and lis t bonds and scour,tics, make 
test audits and prepare schedules of earnings and ex­
penses. The positions require extensive travel? Examiners 
are employed by the Federal Deposit insurance Corpora­
tion and the Federal Home Loan Bank Board. O pportune ' 
ties for aovancement to positions at GS-11 and above 
are good.

Special Requirements: Colie.re-level education in 
accounting. banking, finance, business adm in istra­
tion, economics, or appiopriate experience.

Cud- -t Sp-ciel -♦— Budget work involves assisting man­
agement in planning tne use ol financial and other 
resources needed to carry out agency programs. Oppor­

tun ities fo r advancement *o positions at GS-11 and above 
are excellent.

Claims Examiner— Claims examiners perform  work In­
volved in developing, examining, adjusting, reconsidering, 
or authorizing the settlement of claims involving disability, 
death, land, Government checks, passport applications, 
retirem ent and old-age insurance, veterans and unem ­
ploym ent compensation.

Opportunities exist prim arily in the Departments of Health 
Education, and Welfare, Stale and Treasury, the Civii 
Service Commission and the Railroad Retirement Board. 
Opportunities for advancement to positions at GS-9 are 
excellent, as are opportunities for tra in ing and prom otion 
to o ther jobs.

Computer Specialist— The specialist supervises or per­
form s work involved in the conversion of generalized 
or detailed plans into "p rogram s," or machine languages 
receivable by computers. Computer specialists are en­
gaged in developing new program languages and program ­
ing techniques necessary for the expansion of the uses 
of com puters.

The Federal Government is currently the largest single 
user of d ig ita l com puter equipment, employing specialists 
in approxim ately 800 Government activities and organiza­
tions. There is a continual need for com puter specialists 
especially in Washington, D.C., Boston, Chicago, Denver,' 
Indianapolis, Joliet, Kansas City and St. Louis. Oppor­
tun ities for advancement to positions at GS-11 and above 
are excellent.

Contract and Procurement Specialist— Persons in these 
positions are concerned with the negotiation and ad­
m in istra tion of contracts between Government and 
industry. Contract adm in istra tors or negotiators assure 
compliance with the terms of the contract and negotiate 
with contractors to resolve problems concerning the extent 
of contractual obligations. O pportunities for advancement 
to positions at GS—11 and above are excellent.

Special Requirements: A college degree in law, eco­
nomics, business adm in istra tion, accounting, pro­
duction management. industria l management or 
appropriate experience is preferable.

Customs Inspector-----As the fron t line against sm ug­
gling and the illegal im porting and exporting of 
merchandise, uniform ed customs inspectors inspect 
cargo, baggage, mail, articles worn or carried by persons, 
and carriers entering or leaving the United States. The 
work of the inspector requires continual contact w ith the 
traveling public, importers, crew members and carrier 
employees.

Opportunities for advancement to positions at GS-9 are 
excellent, os are opportunities fo r tra in ing and prom otion 
to o ther jobs.

E d n n r .n : :V ir tu a l ly  all areas of economic study are 
utilized in Government, including business in terna­
tional trade, transportation, labor, forestry, fiscal, finan­
cial and the ngriru lU ira l segments cf the economy 
Government econom ics analyze and evaluate expository 
data and prepare reports which include recommendations 
on various phases ol motor economic problems. Work m a y 
also include the com piling and in terpreting of statistica l 
in form ation on economic conditions or pronlems Most 
economist openings are in Washington. D.C. Opportunities 
for advancement to positions at GS-11 and above are 
excellent.

3



rIV
Special Requirements: A bachelor's degree, includ­
ing at least 21 semester or 32 quarter hours in 
economics and three semester or five quarter hours 
in statistics, accounting, or calculus.

information Specialist— Public in form ation specialists col­
lect and disseminate inform ation about Government pro­
grams. Writers and editors prepare m aterials for the press, 
radio, TV. periodicals and pamphlets which present in for­
mation about Government programs and agency missions. 
Jobs exist in all Federal agencies. Opportunities for 
advancement to positions at GS-11 and above are 
excellent.

Investigator— Investigative v/ork in Government is pri­
m arily concerned with determ ining compliance w ith laws 
and regulations. For example, investigators examine 
records of business concerns fo r compliance w ith wage- 
and-bour laws: conduct suitability, loyalty and qualifica­
tions investigations of persons seeking Federal employ­
ment: investigate guardianship, guarantee, insurance and 
vocational rehabilita tion cases of veterans; or investigate 
violations of the im m igration and naturalization laws. 
There are a wide variety of investigative assignments in 
several agencies: including the Civil Service Commission, 
Veterans Adm inistration, and the Deportments of Labor 
and Agriculture. Opportunities fo r advancement to posi­
tions 2 t GS-11 and above are excellent.

Special Agent— Special agents fo r the Department of 
Justice's Bureau of Narcotics and Dangerous Drugs plan 
and conduct crim inal and certain noncrim inal investiga­
tions relating to violations of Federal narcotics and drug 
laws. These investigations may involve surveillance, par­
tic ipation in raids, interviewing witnesses, interrogating 
suspects, searching fo r evidence, seizures of contraband 
and equipment, making arrests and inspecting records 
8nd documents. S trict physical standards must be met. 
The Washington, D.C. list is used fo r filling  all special 
agent positions. If you wish to be considered for these 
positions, you must establish your e lig ib ility  on the Wash­
ington list of eligibles. Persons selected may be stationed 
anywhere in the United States or locations overseas, after 
com pleting an intensive tra in ing program. Opportunities 
for advancem ent-to positions at GS-11 and above are 
excellent.

I.lar.apemcnt Analyst— Management analysts assist top 
officials in developing and im proving the organization of 
the ir offices and the methods and procedures fo r accom­
plishing the work.

They study management policies and practices in order 
to recommend improvements and develop work s im p lifi­
cation programs, work measurement systems, com m uni­
cations control, and filing, correspondence and records 
systems. Opportunities for advancement to positions at 
GS—11 and above are excellent.

Personnel Specialist— The duties of personnel specialists 
are many and varied, offering contact with persons in 
many occupations. They may recruit, assign, counsel, or 
train employees; classify nnd evaluate positions: perform 
wage analysis; or carry out a com bination of these func­
tions. Opportunities for advancement to positions at GS-11 
and above are excellent.

r.xycT.Haolst— Psychologists in the Federal service gen­
erally work in a specialized field such as clinical, 
counseling, physiological and experimental, personnel 
measurement and evaluation, engineering, or social 
psychology- Most of the positions are in the Veterans 
Adm inistration and the Departments of the Air Force. 
Army, Navy, and Health, Education, and Welfare. Oppor­

tun ities for advancement to positions at G S -11 and above 
are good; however, in most of the specialized fields, 
advanced study and tra in ing are needed for performance 
of the work of higher grade positions.

Special Requirements: A degree in psychology w ill 
qualify you.

Public lle.'.uh P .- '- rm i £•„: cia iis l— Public health specia l­
ists advise and assist States, com m unities, and various 
private and service groups in m atters concerning public 
health adm inistration. All positions are in the Public Health 
Service o( the Department of Health, Education, and 
Welfare. Opportunities for advancement to positions at 
GS—11 and above are excellent.

Quality Control Specialist— The quality contro l program 
places emphasis on preventing defects and unnecessary 
variab ility  in m anufacturing and processing factors, assur­
ing tha t acceptable quality is bu ilt in to the product at 
every stage of production. Quality contro l jobs exist in 
a ircraft, ordnance equipment, nuclear power components, 
missiles, mechanical equipm ent, petroleum, c loth ing, 
leather and textiles. Opportunities for advancement to 
positions at GS-9 are excellent, as are opportunities for 
tra in ing and promotion to o ther jobs.

Revenue Officer— Revenue officers cal! on taxpayers from  
all walks of life— the individual wage earner, the sm all 
businessman, the corporation executive, the professional 
man— to discuss the satisfaction of de linquent tax o b li­
gations. When the situation demands it, revenue officers 
take whatever enforcement action may be necessary to 
protect the Government's interests. Opportunities fo r ad­
vancement to GS-9 in these positions are excellent, as 
are opportunities for tra in ing and prom otion to other jobs.

Social Service Representative— Social insurance repre­
sentatives of the Social Security Adm inistra tion perform  
a wide range of complex functions through face-to-face 
contact w ith individuals of all socio-economic levels and 
occupations. They develop and evaluate the fu ll range of 
claims for social security benefits to retired workers, dis­
abled workers, and survivors of workers. Opportunties fo r 
advancement to GS-9 in these positions are excellent, 
as are opportunities for tra in ing and prom otion to other 
jobs.

Supply Specialist— The task of providing the vast Govern­
ment establishment, both the civilian and m ilita ry  
branches, w ith all the materials necessary for its effective 
functioning is the prim ary responsibility of supply special­
ists. They develop supply procedures, analyze and propose 
solutions to supply problems, m aintain property accounts, 
publish supply catalogues and utilize or dispose of surplus 
property. Opportunities for advancement to GS-9 in these 
positions are excellent, as are opportunities fo r tra in ing  
and prom otion to other jobs.

Special Requirements: A bachelor's degree in one 
of the following w ill qualify you: Business adm in is­
tra tion . commerce, marketing, industria l manage­
ment, engineering, economics, law, accounting, s ta ­
tistics, or closely-related fields; or appropriate 
experience.

Other rSEE Positions
The following is a list of positions also filled through 
the Federal Service Entrance Examination. Vacan­
cies in these positions occur less frequently than 
those previously described in detail.

4



c 'l.,
Accounting Technician 
Archivist
Food and Drug Inspector 
Historian
Intelligence Specialist 
Labor Management 

Relations Examiner 
Legal Aid

Park Ranger 
Psychologist
Public Relations Specialist 
Printing Specialist 
Sociologist
Transportation Specialist 
Urban Planner 
VJriler-Editor 
And many more . . .

available in college placement offices and libraries, 
or for sale ($1.25) from the Superintendent ol 
Documents, U.S. Government Printing Office, 
Washington, D.C. 20402. For information of a 
general nature about Federal employment, see Civil 
Service Commission Pamphlet No. 4, Working tor 
the U.S.A.

The Federal Service Entrance Examination is not 
used to fill jobs in the professional positions listed 
below. Applicants interested in these positions 
should file a separate application in accordance 
with instructions in the appropriate announce­
ments (see your college placement office or the 
nearest Federal Job Information Center for de­
tails). A written test is not usually required for 
these positions.
Accountant
Aerospace Technologist 
Architect 
Cartographer 
Chemist
Computer Specialist

(experienced or trained) 
Engineer
Guidance Counselor

Illustra to r
Librarian
M athematician
M etallurgist
Nurse
Physicist
Scientist
S tatistician
Teacher

The U. S. Civil Service Commission does not accept 
applications for Federal employment with the Gov­
ernment agencies listed below, since these agen­
cies are outside the competitive service.
These agencies offer career opportunities in most 
of the same fields covered by the FSEE. For addi­
tional information on opportunities with these 
agencies write to the address indicated.
Atomic Er,»rpy Commission 
Division ol Personnel 
Washington, D. C. 20SJ5

Central Intelligence Agency 
OKict ol Personnel 
P. 0. Bex 1525 
Washington, D. C. 20013

Federal Bureau of Investigation 
Room <305 
Department of Justice 
Washington, D. C. 20535

National Security Agency 
Fort M::de, Maryland 20755

Peace Corps Volunteers 
Washington, D. C. 20525

Department of State 
Foreign Service Employmenl 

Division
Washington, D. C. 20520

VISTA Volunteers T 
Recruitment Division 
12C0 ICth St. h'W.
Washington, D.C. 20505

. . . For additional information on job opportuni­
ties in the Federal Government, refer to the Federal 
Career Directory— A Guide for College Students,

Equal Employment Opportunity: You will receive 
consideration without regard to race, religion, 
color, national origin, sex, politics or any other 
non-merit factor.

Nonaccreoited Schools: Successful completion of 
college study in nonaccredited institutions will be 
accepted to the extent that (1) the courses are 
accepted for advanced credit at an accredited in­
stitution; or (2) the institution is approved by a 
State education agency or a State university.

Students: Applications will be accepted from stu­
dents who expect to complete within nine months 
courses which would permit them to meet Federal 
Service Entrance Examination requirements.

Basis of Rating: Ratings are based on the FSEE 
test score or Graduate Record Examination Apti­
tude Test score, or successful completion of a 
cooperative work-study program with a Federal 
agency, and an evaluation of your education and 
experience.

•-onuiceppcd Applicants: Special arrangements 
will be made for applicants who are blind, deaf or 
otherwise handicapped. The nature of the dis­
ability should be furnished, along with the appli­
cant s name and address to the examining office 
listed on page 15 which has jurisdiction over the 
area where the applicant wishes to be tested.

x .n \: r .s j 'jY ” ; n you nave more 
education (a master's degree or better) and experi­
ence than is required for positions filled from the 
FSEE, you may want to file under the Mid-Level 
Positions announcement, which is used to fill 
many of the same kinds of jobs at GS-9 through 
GS-12, other than Management Internships.

Positions ?t G$— If your education and experience 
is not qualifying, you may apply for positions at 
GS—4 ($5,£53 per year) through the Junior Federal 
Assistant examination, which offers career oppor­
tunities in support jobs in many of the same 
occupational areas covered by the FSEE.

5



r. n,* r r ^ r

Candidates should study the instructions and sample questions below before reporting fo r the examination, which 
will last approximately 2 ‘/ :  hours. The sample questions show the types of questions in the test. No samples w ill be pro­
vided in the examination room.

It is impossible to show the complete range of d ifficu lty of the test questions in the lim ited space available here In 
the test itself there will be questions easier than some of the samples and a number of questions harder than the most 
difhcuh samples. For additional in form ation about the test, refer to Preparing for (he Federal Service Entrance Examma- 
f-on, which is available in your college placement office, library or the nearest Federal Job Inform ation Center.

Each question has five suggested answers lettered A, B, C, D, and E. Decide which one is the best answer to a ques- 
tion. Compare your answers w ith the correct answers shown on the follow ing page.

Reading Read each quotation and base your answer on the m aterial contained therein. The answer wiU require close 
and careful reading of the quotation. s

1. "One of the primary steps in the development of management In any enterprise Is proper organization. A fter the 
business has been conceived and the broad policies that are to be pursued hBve been established, before any operat­
ing methods may be devised, at least a skeleton organization m ust ba developed."

Select the alternative that is best supported by the quotation,  in industry, some kind of organization is neoessary In 
order tha t * 1 2

A) the type of enterprise may be decided upon D) capital may be invested
B) policies may be established E) a manager may be selected
C) routine work may bo planned

2. .he division of labor into the categories of physical and mental labor is not s tric tly  accurate. The labor o< even 
the m ost unskilled workman calls fo r the exorcise of certain mental qualities, like attention, memory, and prudence- 
and on the other hand, the in te llectual effort of the great captains of industry is associated w ith a certain am ount 
of waste of tissue ."

Select the alternative that is best supported by the quotation.
A) There is no real d istinction between physical and m ental labor.
B) Manual labor does not call fo r so great a waste of tissue as Intellectual effort does.
C) The exercise of mental qualities remains the most im portan t feature of labor.
D) Physical and mental labor require use of the same mental qualities.
E) The difference between various form s of labor is one of degree.

Vocabulary,— These samples show the form  o f the vocabu­
lary questions in the test.

3. Conciliatory means most nearly
A) pacific D) obligatory
B) contentious E) offensive
C) disorderly

A. Pragmatic means m ost nearly
A) subtle D) illogical
B) practical E) complacent
C) terse

Grammar— Select the most gram m atically correct sen­
tence. These sentences ore always to ba considered as if 
they were part of a formal le tter or report.

5. A) The paper we use for this purpose m ust be light, 
glossy, and stand hard usage well.

B) For th is purpose, paper tha t is light, glossy, end 
durable is essential.

C) For th is  purpose, we want a paper tha t is lig h t  
glossy, but that w ill stand bard wear.

D) Only a light and a glossy, but durable, paper m ust 
be used fo r th is purpose.

E) Light and glossy paper, as well as standing hard 
usage, is necessary fo r th is purpose.

6. A) Neither the editor nor his assistant w ill approve 
tha t type of report.

B) That kind of a report is not acceptable to either 
the ed itor or his assistant.

C) A report of tha t kind is acceptable to neither the 
ed itor or his assistant.

D) Beth the editor and his assistant are sort of un­
w illing to approve a report like that.

E) Neither the editor nor his assistant are w illing  to 
approve that type of report.

V

6



(
Quantitat ive Ahihthz— r ;r p'.,., problems. *

7. The safety rules of Factory X require tha t the operator o f e certain machine take s rest period of 15 m inutes after 
working 2 consecutive hours. If the workday consists o f 33/, hours in the morning, 30 m inutes fo r lunch and 4 %  
hours in the afternoon, a job tha t requires 29 machine hours to complete w ill take the operator of th is machine
A) less than 3 days D) between 3 %  and 4 days
D) between 3 and 3 %  days E) 4 days 'o r longer
C) 3 Va days

E. The weight of water is 62.4 pounds per cubic foot. W hat is the weight of the water tha t fills  a rectangular container 
6 inches by 6 inches by 1 foot?

A) 1.7 pounds D). 249.6 pounds
R) 10.4 pounds E) none of these
C) 31.2 pounds

Since the correct answer, 15.6 pounds, is not given as one o f the suggested answers lettered A. B, C, and D the 
answer Is E. none of these. ’ e

Quantitative Abilities— Tables and Charts.

VALUES OF SELECTED MACHINERY EXPORTS: 1963-1958 
(In m illions of dollars)

1963 1954 1965 1966 1967 1968
Metalworking machinery
M etaicuttinn machines..........
Textile and leather machinery...
Construction, excavating, and maintenance 

e q u ip m e n t__ ___

347
133
190

322

408
191
228

383

332
159
207

323

338
145
227

319

339
162
206

349

334
141
203

355

9. In which one of the following years did the values of 
all but one of the listed exports increase over the ir 
values fo r the preceding year—

A) 1954 D) 1967
B) 1SS5 w E) 1968
C) 1966

10. From 1953 to 1964 the export value of m etalcutting 
m achinery increased by approxim ately what percent?

A) 17 .6%  D) 36 .5%
B) 20 .0%  E) -43.6%  '
C) 30 .0%  „  '•  • . .

■ UMM" Cf
fmsohs

► OVULATION M O V C V fN T TO AND FROM CDUNTT X 
TO 1 9 7 0

M OVING TO COUNTY __________
MOVING FROM COUNTY •------------- —

11. The graph at the left indicates that, w ith respect to 
County X. m igratory activ ities during the period from  
1949 to 1970 tended m ostly to result in
A) population gains
B) population losses
C) gradual stabilization of population
D) irregular fluctuations in population w ithou t con­

sistent direction
E) cycles of alternating losses and gains in popula­

tion  which tended to balance each other
12. The ratio of the number o f persons who left to the 

num ber who entered County X in 1970 is approxi­
mately
A) 5 to 1 D) 4 to 1
B) 1 to 5 E) 1 to 4
C) 5 to 2

Correct Answers to Sample Questions:
1-C ; 2 -E : 3 -A ; 4 -B ; 5 -B ; 6-A ;
7 -D ; S-E; 9 -D ; 10-E ; 11-B ; 12-D .

7



r r r ^ r" r ''C
L V . w.. . _3 , » ~ f ----*•• *- v —' vc „ s. 7 k. J l*_» : ^  n-ry***.

• ’ ^  J -•• ^  *■ -  V*'  :i L  v o

The information requested on the following pages will be used to complete the processing of your appli­
cation in the shortest time possible. Your cooperation in completing the following forms is appreciated.
You may find it easier to complete the Qualifications Briefs and the Education & Experience Questionnaire 
if you first tear them out of this booklet. ^ n e n c e  questionnaire
Qualifications Brief Instructions

* "  te - * * " » « « ,  to Federa,

IF YOU WISH TO HAVE YOUR NAME PLACED ON TWO LISTS OF ELIGIBLES SUBMIT 
TWO QUALIFICATIONS BRIEFS. ' bUBMIl

pcsilbJe31* pr° vld# '•Quasiad information at conclatiy at

JC. Veterans Preference 
ing Number JO. ■“^ * * * *  ' • • £  the following befor* answer*

F l r t - p o l n t  preference fa g r a n t e d  to vaferans i f  t h e y  a r e  h o n o r ■ 
a b l y  t r p s r a t e d  from t h e  A r m e d  F o r c o x :  ( a )  attar a c t t v a  d u t y

r r t i f r ' K 1 ysiy:,° ^  \ n r z o g X J W .1 9 4 1 .  . 0  J u l y  1 ,  l i d b ;  ( b )  a l t e r  mi>rc tnan I S O  c o n s e c u t i v e  flay* 
°  a p t w e  d u l y  BJ l t !  j D n u b r Y ^-• 3255 ( n e t  counting service u n d e r  
an mllul pcr.cS of active d u t y  t o r  t r a i n i n g  u n d e r  me " s i x - m o n t h "  
Reserve or N at iona lG u e r d  p r o g r a m s ) ;  o r  ( c )  a f t e r  service I n  a 
c a m p a i g n  t o r  which c c a m p a . g n  C a O g c  hat been a u t h o r , t e d .  
■ L f f t  claim five-point preference. y o u  a r t  n o t  r e o u i r t d  to 
P^IntmaMCOrtf* <0 t u p p o n  y o u r  c l , i m  untI I  t h e  t l m a  o t  ep-

Ten-point preference Is granted In  t o m e  ca ia i  to d i a e b l e d  v e t -  
• ra.u I n c l u d i n g  v e t e r e n t  a w a r d e d  t h e  P u r p l e  H e a r t ,  to w i d o w s  
o f  veterans, to wives ot d i s a b l e d  v e t e r a n s , a n d  to mother* ot
t U m n l V i a  m  0 i y l u ' t  y o u  c ,a ,n 1  I O ' P o i n t  p r e l e r e n c t .
c o m p l e t e  S t a n d a r d  f o r m  I S .  C l a i m  t o r  1 0 - P o i n t  Veteran p r e f e r ­
e n c e .  e n d  a t t a c h  I t .  t o g e t h e r  w i t h  the p r o d  c a l l e d  t o r  i n  that 
f o r m ,  to y o u r  Q u a l i f i c a t i o n s  B r t a / .

U r i ib l » Pl0* t * pTOVIde the r' 0 uosted Informstlon a* conelie ly at

ethlePISn!t,'wP.rf,V,dt thr rr!’ u« ' ' :, information as concisely as pos- atble. Show all experience u s e d  to qualify, including military.

t Y ^ r i v : ' , ; ^  % jis £ s js  z : , 'n »«•

'lA r . , 1  su,“ 7 ,f "N°” *-•

The f o l l o w i n g  i n f o r m a t i o n  a p p l i e s  t o  a u e s t l o n s  I B  a n d  1 9  
fcelow. A n s w e r  each of thoio cucstions e a r t l u l l y .  A d m i t t e d  m e m -  
t J > k ' m * " '  p ’ r l , : , a ' t l0 '1 I n  a n y  or.-.mir.Mion of the type to 
Government T '-V  T T *  Oc-l nef hy irsetf d i r . Q u a l l l y  y o u  t o r

e . , . .y  . on.. C e n a t d era:.on wifi po yivon t o  t h e  n a ­
t u r e  r e f i n e  o \ : o n : . - . - t , o n .  the e x t e n t  e l  y o u r  participation end
f . T m ' l g W ' A ' " - ’.  ,:rJ ’  * nd c.'cumsrerfces. If y o u r  a n s w e r  .5 
I t e m  l a  or .9  is tos. answer the f o l l o w i n g  I n  I t e m  SO  t o r  on a
. W .  I . * ? , "  C’ p i p ' n :  (e) !he n i ;n '  of The organisation; t b )  the d a l e s  o f  y o u r  membership; fc) your unoeret.nd.ng of the
beTahfp *  pu,pt’ ‘ * , ° r  t h ’  o r £ a n i 2 a t l o n  a t  the lima of your mam-

1?; * re yT V nPT ' or wi,hln the l , , t  10  y “ n  H»ve you been a 
ConTmunist r T n y . ^ , - n,it P* ^ '  US^  Pr - 0 0 ,vision of ih .

i Sm.Am l  )' 0U, npw or wi,hin ,ht >**l 30 years have you been. 
i n T  n bf L 0, * n ? rr ;>n't.'Jion th.tt to your present knowleoce seeks 
Ln.tJflV,«r.^mW n° .,ne cor,»<"utional term ot government of lha 
UmteO Stales by force or violence or other unlawful means.?

TmnJu T * ’ y °u " r* not r l , r » d ,n • petition which mtrhtImpair your her th. o r  which mu-in ps e harare to you o r  t „  ethors 
n W  e-out th. tolln.inn; Do vou have, or have you'
had. heart Cisteae. a nervous br.akoown, e p i l e p t y .  tub.rcutovrtror

o iu lT .Tn  ! ! . ym US 0 , n t W t r  “  “ Y ‘ i r  any on. ot thaea. c ,y.

n n l , J ri ° u r  * n ‘ w ‘ r  t o  2 1  or 2 2  b e l o w  I t  ~yes "  r i v e  d e l . I I .  I n  n .m  
" • .S h o w  t h e  name and a o d r e s ,  of employer,' a b p r o i !m * t .  L o t ?  
Z n u r a en ' a n t  M each ease. Thu I n f o r m a t i o n  thou/d a g r e e  w i t h  
y o u r  a n s w e r s  in (tarn J 6, Q U A L I F Y I N G  £XP£RI£NC£. 8

• i y  Y . « o n ? , h “  5 y ‘ " n  h * v *  y o u  t>* ‘ n f , , r d  , r c m  » n y  Job lo r

fh . ty o T w o T d  L V ftf.d ? * '’  h * V‘  y° “  5U!‘ *  ,Db * n , r  b* ir>* " p‘ lr‘* d

I f  y o u r  .newer to 2 3  o r  2.4 I s  ~ Y c i ~  g i v e  d e t a i n  I n  Item 3D

a X ° ^ ! k \ T ‘ : U1 UJ ' h‘ ^  f3> pl*P*''
i?rfehnd'rnhU,*V*r b ' ’ " 1 convl!:‘ ed o( * "  offente against the law or 

m . r . W  0f ” rc y°u how under charCes lor any otlTn*. 
p a i d  a i r n n  n, e ™ ° U violations for which you
vou? J ]< L L S3°  ° r ‘ “ s: * Pt! <2 > * nT otlens, commlned btf'ora

o? unli??;oum ^ . hnCd.r^won*'ly >0'u0'=*’" 1 ip 4
? f ; , T ’,hill ln,the T llit,ry tervi=e w»re you ever convicted by general 
hon^rathe*'conditions? b" n

A f o X ”' * ! 1} : m PX ? ^ ? x 7 n ,i? fta n ^ •? ? . n̂Sybc• , h7,•
relatrve. or r e c o m m e n d  them for appointment ,T e  ? ?eat??J
T h Z r i  . ‘, Z P<> n U d  n  ,y l B l s t l a n  ° f  ' h'» r e s t r i c t i o n  ccnnc! be paid There ere e/so re?fr/c!»oni fn mefime e career o r  c a r e e r . m n r i i  
t i o n a l  c p p o i n t m a n t  i n  t h e  c o m p e t i t i v e  s o r v i c e  when a person it
h,°. fnnm . ' i Z ' ). ' i °  T ' * r: n ' Pd d  n . d c  m e m b e r ,  ofhit family are a l r e a d y  s e r v i n g  I n  I he c o m p e t i t i v e  s e r v i c e  u n d e r

pr P n r r e r - c o r d l t i o n n i  a p p o i n t m e n t  T h u s  l i i s  n e e . t a a Z ,  
t o  h a v e  i n f o r m a t i o n  a b o u t  y o u r  r e l . stives who arr workfr- for the 
Government. If your answer to 25 ,1 " Y e s , "  n w . ^ n  I t e m  3 0  f o r  

C o d he l ' Cr  ‘ ) " y V :, l ( 1 >  i ! ' "  n ? m r :  ( 2 > P ' a s c n t  address ( i n c l u d i n g  Z I P  

A r m e d  F  o r  ce s . ^ ^ y c u r  ’ e n s  w e r * t ™  2*0 I t ’  ‘ y c s r d s o  ^ h t l i n ' d

^  ^  < -d
P oet United State* Government employ In »  civilian e» .  

,P0 yCbrooOd o T A . ^ e , r O' ,h* Arm‘ a FOrC“  " y relative o i ^ p ^

wrthD? n r ’nUf ! h ' . W,,tl ? :  wlth,n th* p« '  month, have you lived the. any of these relalrves who ara ampioyad Jn a civilian capacity?

o r ' n ? h n Z ° n n C C e l v e  0 r  h‘ v* ypu * r> ce 11 a d» for retirement pay penalon 

2E. Are you an official or employee of any state territr>rv> wHIII>au

?9. Are you now or have you aver been emoloyed by tha Faderat 
Government (other than your military service)? If •'Yes5** ple»%« rive
flam To° r* CBn‘ POMl' ° n * rp0« '  • " «  •> * « «  n l  amp?oyment Tn

31. Ra l.r  to page IS. WHERC WILL YOU WORK?

32-33. Rater to pages J-S. CAREER BRIEFS.

Attention: Read the following parncraph carefu lly before signing this statem ent 

^ y p : 7 e Z n̂ \ n ^  S« " 00!?  AH^!, "  '°r

your r.gh, ,0  annutty when you ................... ... age In add,,ton IT. ? A ê  a ^ e  ’ * m ‘  >8  ^  6* P' i’ * y~  » '

8



(
rcL ir-i service E?frr.'::cE or.wttTiori

CwALiriL’JIEES L::!ZF

Basis for Qualifying (Applicants m ust complete all 
appropriate boxes— see page 2 of announcement)
0  FSEE written test (date te s te d ______________)
0  Graduate Record Examination Aptitude Test

Scores (indicate combined score___________ _
verbal........... ........ qu a n tita tive _______________ ),

□  Grade-point average on 4.0 scale (Indicate 
ave rage--------------- ).

0  Rank In class (indicate rank.________ _ No. In
c la s s --------------- ).

0  Membership In National Honor Society (Indicate 
so c ie ty_______________________ ),

IDENTIFICATION NUMBER: 
• To be m l g n m d )

form ADproved
Budget Bureau No. 50-R039A

P0 HOT WRITE IN THIS EtOCy.—FOR L'SE BT DCAMIHIK5 OFFICE O.MT
X» •* *©

If I-
- i  l  - => •
! . -

J *
?

x _—. o§ Z DDO *» 
£•2 - -  c ̂ oow

U. © © ^~v O 
z

c- p- o• -  T3
v  •» x> 

£ 3= £ S:5-y C
-  x r

n  ■
ip
©

f s

1. Kama (Lait, Fint. Middle) fM ild in, If any) Q  Mr. □  M i l l  □  Mn.

z  »  © •r  *

2. Milling »ddren ,  Including ZIP codi ( I I  not p e r m a n e n t  e t i d r a t i .  

•ddretx until— date___________ __________ j #

3. Telephone number (include area code)
H0ME; OFFICE:

l .  P e r m a n e n t  i d d r . i i ,  Including 21P Coda (If dlttarant Irom 2J

E. Phone number i t  permanent a d d r e t t :  

—

□ □ 
?l.-Gl
C F

?>
— C

m

6 . Legal or voting raiidance (el i te ) :

7. Earliest date you will be auailabli (or full- 
lime pormenent employment: E. Birth Date

(Month, Day, Y « t r )

S. Date* of Military Sirvica 

From: To: 

Branch of  Service:

Serial Number:

30. Veteran Preference 
(See instructions)

□  S-point

n  30-point

" •  llst^har*-111 * “ ept *  i0b ° nly in c t r t t i n  locations or aBenciei.  p le i i e

12. Indlcati foreign languages In which you have a working knowledge:

N a m e  a n d  location (city «nd i t i t i )  ol eollaga or 
umvemty. w • co urse: studied

W»)or Minor Fro m 7o Semexttr Qtr.

— t° complete within 
title or COURSES r

Yeer of 
Degree

(Over)
CSC 95J, September 1970*”

» •  • —



r
*ocicncSw (Include any office). r.ho* pamci- 

or other

)6 . Qu.*Wiping f x p r n » n c » O n ly ( Q u . i l . f  ; _____

A Dales of employment (month, year)

i From

N*me and title of immediate supervisor

Reason for wanting to leave

Kind of business or or­
ganization (manufacture 
• n p .  accounting, insur­
ance, etc.)

N *m t  of .m p lo y e r  f« rm . o rc . n /x» tion , e tc.) ,n d  » O d r« ,  (m d u d c  ZIP C od .)

Description of worts

!

0ntwcC,taantW- r <’ u» “ ont 17 ,h ,e ' ^ h 29 by pl.c int .n  - » "  in the proper column. See Ins.rvcl.on, on p, gc 8 ,0f qu« t ~ ^ 7



I
FEoaai srn-icE nrrr;,r.:cE teiraTiON

QL:;.u."!:rj;c::s chief

Basis for Qualifying (Applicants m ust complete all 
appropriate Por.cs— sec po£c 2 of announcement)
Q  rSL'E written test (date te s te d ______________ )
0  Graduate Record Examination Aptitude Test

Scores (indicate combined score___________ ,
verbal................. . q u a n tita tive _______________ ).

0  Grade-point average on 4.0 scale (indicate
Evoraae _________ ).

0  Rank in class (indicate rank_________ _ No. In
c la s s --------------- ).

0  Membership in National Honor Society (indicato 
so c ie ty .......... .....................................v

’T 5b .T incx.T ib~ numdepT",7o assignee?)

F’orm Approved
HueJ*'*:t t in rc.su No

t)0 NOT tvti'iu Iff Hits clock—top vzz CY rx;:.;ni;:;; uirjc'r*HT

1. CLiis r i n l  Middle) (Maiden, l( »ny) □  Mr. □  M lt i  0  Mr*.

2. M a iling  eddrees, Inc lud ing  ZIP  code ( If not pe rm enent .d d re c t,  

e d d re it  u n t il— d« te ______________ ______ j_

6 . Legal or voting residence (ttete)

3. Telephone number (include area code)
H0,/£: OFFICE:

7. Eerliect date you will be available for full- 
Tirne permanent employment:

<• Permanent eddrexs. Including ZIP Code ( H  different from 2.)

S. Dates Of Military Service 

From: t d:

Branch of Service;

Sariat Number:

8 . Birth Date
(Month, Day, Year)

1 0 . Veteran Prefereneo 
(See instruction*)

□  5-point

D  10-point
n .  »  you eccep, a job only in certain locations or agencies. p . . „

5. Phone number at permanent address 12. Indicate foreign language* In which you have .  working knowledge:

u n ive rs ity .

K'.ijor

OATES
attended okedhs completed

Semriter qVTT
Tyne cf 
V e g i c t

Tei r of 
Carr*

you c r p c c ^ T ^ l V n ^ q

c-^dumV"!
title or COURSES

account rrt/j 
• S'tfuiture 

anthre

-  . . . .  _ i _ r ‘ m

U.XOEr.Sr.AD GRADUATE
Sfm.‘ [ Qtr. ~~p Srrn.~[ Qu7

arch*.*..- rture
b'Clr£:c.sl sciences

^buvmris adrn«n«itrat»on

CC r.p .le.f iz- .e^CC 

* ' ; /  

erono s*»rt

koucati»n
er»£*n»**?nn£

TITLE OF COURSES

hom e econom ics

industrial management

_ UNC I HE. RAD 
$er \ .  1 Q*r.

international relations

I law

S'CM.’ CU. i

j i ib r a r y  scicnco

| mathematics

• j park manr.;~ement

1 personnel
| pharmacy

|__®_r r*vh L  Icumal jam

l*/:e i, *»>•».. * ar!,

l  management

languages
(<e»C.«,y

phys ica l sciences

polei*c..sl science

psychology

pubhc health

r + c t m * l i o r \

f  e Sr.'aphy

KisSory

sociology
statistics

trefftc management
urban planning 

other

(Over)
5S2, September 1<J70



r

“ * '  inquiry be made of your present employer regard,ng yqur character. pu.lif,cations. and record of emp,oym.n,?
□  Yes Q  No

Dates of employment (month, year)

Frorn____________________ To PRESENT TIME
Salary or earnings 

Starting $ 

Present 5

per

per

Lxad title of position

Arc. hrv 
per week

Name and title of immediate supervisor

P l a c e  of employment 

City:

State:

Number and kind of 
employees supervised

I f  Federal service, classift* 
cabon series and grade

Kind of business or or* 
ganization ( m a n u f a c t u r e  
m g .  a c c o u n t i n g ,  i n s u r • 
•nee, ate.)

Nam , Of employer (firm. orgamzatron, etc.) and address ( Indu s .  ZIP Co3 . )

Area Code and Phone No. ff known

Nam. of employer (firm, organization, t i c . )  and addre.a (include ZIP Code)

Area Code and Phone No. If known 

Reason for wanting to leave

c
Salary

Dates of employment (month, year) 

F rom •w’

or earnings

Starting J p*,

Final J per

Name and title of immediate supervisor

To

Avj. hrv 
per week

Area Code and Phone No. if known 

Reason for wanting to leave

Cxact title of position

Place of employment 

City:

State:

Number and kind of 
employees s u p e r v i s e d

If Federal service, dassifi  
cation s e r i e s  a n d  grade

Kind of business or or­
ganization ( m a n u f a c t u r e  
m g ,  a c c o u n t i n g ,  i n s u r ­
a n c e ,  a t e , )

Name of employer (firm, organizalion. etc.; and address (include ZIP Code)

Description of work

IMPORTANT— Please^ janswer quest.ons 17 through 29 by placing an
in the proper column. See instructions on page e (or questions to be

i n  1 is 19 2 0 2 1 22 23 24 25 26 27 28 29
TES 1 1
NO |

ed answers to quesl.ons 17 h ?<>■

31. List, on which you w,»h to establish . l a b i l i t y  (shew, city— see p . g .  i 5); B.
o°lbp.,. '; ; , : ^ .you w,‘h »° •* c°ni* o - ^ - * -  PaS« Un orocr
(A) 

___(D)
34. I CtR

33. Jobs lor which you oo not wish to be consioereO— see pages 3—f.

(A)
(B)

a,it T̂ ŝ ! ; r T?0« ^  ' v w z
K N J V H I U u C A U l )  U L L l l  f- A N D  A»U. M AD E  IN  FAI TH.

Stgnatuia (atgn m ink) Date

11 i f .  t  L ^ L i  »e iL  U 0 *  . . S i l ' i LCUAL O^rOKTUniTY EUfLOYESIS Ai J



CSC Form 953A 
'emb< " " “ )

T S  ■

cncrm
INFORMATION

OJ

II.
EXPERIENCE

e c u s a i io n  a n d  Er'-v-rnzprcG
Review the following questions carefully end circle the numbers corresponding to the statements tha t apply to you. The 

answers you eive In this questionnaire w ill be used to match your qualifications w ith appropriate Job requirements.

IF NONE OF THE STATEMENTS IN A SECTION APPLY TO YOU, DO NOT CIRCLE A NUMBER IN THAT SECTION. UNLESS 
OTHERY/ISE INDICATED, CIRCLE ONLY ONE RESFONSE TO EACH QUESTION ON THIS FORM.

A. Sex: E.
>• M . l .  2 .  T e n r e l e

B. t o w f . i  e c c e p t e b l e  e e l e r y :

3. 154 5 p e r  monlh (GS-5| r.

1675 p e r  month (GS-7)

*. 1524 p e r  month (GS-9, Ml only) a.

C. Are you I n t e r e s t e d  I n  a  M a n a g e m e n t  I n t e r n s h i p :

(The number of Management Internship* available I* 
limited, and only outstanding candidate* ere rated 
eligible. Competition for these position* I* Keen. A* a 
further step In obtaining eligibility, candidate* Inter- 
• s!ed In Management Intern positions who have a 
sufficiently high score on the test or Ihe Graduate 
Record Examination Combined Aptitude Tests will be 
scheduled for a group oral examination.)

6 . Yes

D. W i l l  y o u  accept t e m p o r a r y  o r  p a r t  t i m e  w o r k :

7 .  Yes

or more of y o u r  time:
0. Yes

F. Are y o u  n o w  n F e d e r a l  e m p l o y e e :

10. An existing componsabfe service-connected dls- 
ability of 10  percent or more.

11. Your status as: (1) a disabled voteran who wai 
nwardod the Purple Heart for wounds or In­
juries received In action; (2) a veteran's widow 
who has not remarried; (3) the wife of an ex-

• serviceman who has a service-connected dis­
ability which disqualified him for civil service 
appointments; or (4) the widow, divorced, or 
separated mother of an ex-serviceman or woman 
who died In action or who Is totally end 
permanently disabled.

12. Active duty In the Armed Forces of the United 
States during wartime; active duty (other than

for training) after January 2 ), 1 9 5 5 , for .  period 
of more than 1 0 0  consecutive days; or award of 
a campaign badge for service during peacetime. 

M. S e l e c t  not more t h a n  t w o  l i s t s  o n  w h i c h  y o u  w o u l d  

l i k a  t o  e s t a b l i s h  y o u r  e l i g i b i l i t y  f r o m  t h e  c i t i e s  b e l o w .  

S e e  p a g e  15 of t h e  a n n o u n c e m e n t  f o r  t h e  a r e a s  

c o v e r e d  b y  t h e s a  c i t i e s .  D o  n o t  c i r c l e  m o r e  t h a n  t w o .

13. Atlanta 2 0 . Philadelphia
14. Doston 21. St. Louis

15. Chicago 22. San Francisco
16* Dallas 2 3 . San Jujin

17. Denver 24. Seattle

15. Honolulu 25. Washington, D.C.
19. New York

1. In d i c t ,  f o r e i g n  l e n g u e g e ,  I n  w h i c h  y o u  h ive  
w o r k i n g  k n o w l e d g e :

2 6 .  French 29. Ch inn .

27. Spanish 30. nu, , l .n
23. German 3 1 . other

m.'J ’ l "  pP7 Sr” V ,Ve,y ry < ’ ° n " b "  * ’' P' r,' " C# »<fnnlnl,(r,uve. p ro fedona l .  lnve,lleM lv«. or olher re,p 
nr ' I  k . .  r  r  - ' I  0nB y* ar ° '  ', 'Jallfyln*  experience. Experlenc. In Ihe trade,, crall,. laboratory te, 

a sa es clerk Is not qualifying. Circle the number corresponding to the length of your qualifying experience
32. Less than 1 year 

31. 1 to less than 2 years
34. 2 to less than 3 years 

33. 3 to lass than 4 years

responsible work. Nine months of teaching experience 
sting, drafting, operation of  machines, office clerical 

xperlence.

35. 4 to less than 5 years 

37. 5 years or more

B. T y p e  of  e x p e r i e n c e  (tndlcat. up to 2 occupation, below In which you ora b e t  qualified A N D  h e v e  e l  l e e , I  o n e  year of n u l l i f y i n g  e x p e r i e n c e ) :

3 8 .  Accounting

39. Appraising A  Assessing

40. Claims Examining

41. Contract A  Procurement

42. Criminology

43. Computer Science

44. Economics 

43. Education

45. Engineering, Math 8, Physical Sciences

47. Financial Management

48. General Administration & Management

49. Health 8* Medical Management

50. History

51. Invesllgntlons. Intelligence A  Security

52. Legal

53. Library A  Archives

54. Loon Specialist

55. Management Analysis

56. Personnel A  Industrial Relations

57. Production Control 

51). Property Management

59. Purchasing A  Retailing

60. Safety Management

61. Social Sciences. Piychology A  Welfare

62. Statistics

63. Store Management

64. Supply

65. Transportetlon

6 6 . Urben Planning

67. Visual Information 

60. Writing and Editing 

69. Other

I
u

I



I

I I I .
ujucatioi

A. Highest Level of E d u c a t i o n — Circle only on e

IV .

CCV-DI.'IIMO 
(3vC.*. 110.1 /l')9
ixrtoitr.cE

T»/u"\vii||,|;;r,VnEr|iLXT''9 M O N T H S ^  C0MrLcrED o n  WILL COMPLETE ANY

70. M m l i rT  d ' j r M  or Mclii.r

»tlcnO?iLr/wTchoordo«lnorcoum"',U,,e ("  rtf,lnfd b7 »'• Collin
77. LL.O. or J O., from a recognlied l «  school 

73. flacN'Ior' )  (Jcr;rc«

7 * .  Three yea^, Of college (90 , e m „ t e r  or 135 quarter hour,)

75. Two year, of college (GO . ™ „ | „  or 90 quart, , hour,)

76. On, y e a r  of co llcg, (30 aemeiter or 45 quarter hour,)

77. l » , ,  (h»n ono ye»r  of college

m.ijnr, Add.WmaPmSjo?, ^mny " b i f ' i t f T j  "rn” ° r ® n dl'M<! m i l n r - Circle only on*

70. None

79. Accounting

80. Agriculture

0 1 .  A n th ro p o lo g y

07. Archeology

8 J. Biology (Including Botany, 

Zoology, » (c .)

» « .  Buslno,, Admlnlstrallon

03. Criminology

8 6 . Computer Science

07. Economics

00. Education

09. Engineering

90. English A Journalism

91. Fine A Applied Arts

97. fish *  Wildlife Management 

foreign Languages 

91. F o r e s t r y  

95. Geography

9G. History 

97. Home Economics 

90. International Relations

99. Law

100. Library Sciences

1 0 1 . Mathematics

107. Personnel & Industrlnl Relations

103. Pharmacy

104. Physical Sciences

105. Political Science 

I0G. Psychology 

107. Public Health 

1 0 0 . Recreation

109. Social Sciences

1 1 0 . Statistics

111. Traffic Management

112. Urban Planning

113. Other Majors

C. S p e c i a l i z e d  C o u r s e t__Cirri# ft,# „,, . ,

Physical Science , & Engineering 

Psychology 

Statistics

D. Scholastic Achievement-C ircle one. If appropriate:

139‘ 7  9 0  'T V  b ' " ' r *" Und" Rr’ ',u-  fbesed on .  4.0 acale).
'  4:o0sc8a7eT"P° ln'  ° r  b" " r » '  ^ d e r g r o d u . t .  course, ( b t „ d  on a

HO. Ranh In upp,r 10  percent your underg r. du. „  ^

■ n " n "  UPP"  ° n* ,h,' d V O -  undergraduate g r .du ., lnE c , a „ .

or scphpmoro ' iVl’. r " * ' wh"ch' ’ mr J ( h | c' y ( c "  ' r ,han freshman
Assuci,Iron ol College Honor Societies, 1 *h ,nlnlrnurT’ requirement, ol tha

E. Student Statu,:

143. flow a graduate student

144. Now a college senior

145. Neither o l  (he above
/

r . When Did You Receive Your Bachelor's Degree:

14G. Will complete wllhln next 9 month,
147. Completed wllhln last year 

145. Completed wllhln last 7  year,

149. Completed wllhln lest 3 year,

150. Completed more than 3  year, ego

.......... * -  -  —  -  ■ — —  -  — »■«
To combine H u r * i u „  ____  .
^  “  w n p u i Ig flL B ,

152. < 8  to 59 months 1
753. 3G to 47 months

151. 21 to 3 5  month



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You may hove your name placed on any two lists of eligibles. Indicate in Question No. 31 of your Qualifications 
B iiti the location of the list(s) on which you wish to establish your eligibility. If you choose two lists, you should 
submit two copies of the Qualifications Brief. Generally, new Federal employees must pay their moving expenses 
to their first work location.

n n T.rb J G . ■J
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Locations of Lists

Atlanta, Ga.
Arc3 Office 

"275 Peachtree SL NE.
7.IP 30303 

Boston, Mass.1 
Area Office
Post Office £  Courthouse Bldg.
ZIP 02109 

Chicago, III.*
Area Office
Sieger Building Office, 19th Floor 
28 E. Jackson Blvd.
ZIP 60604 

Dallas, Texas 
Area Office
113  4 Commerce Street 
ZIP 75202 

Denver, Colo.’
Area Office
3£th and Stout Streets 
21P 80202 

New York, N.Y.:
Area Office 
26 Federal Plaza 
ZIP 30007 

Philadelphia, Pa.=
Area Office
12S North Broad St.
ZIP 19302

St. Louis, Mo. w
Area Office
3 520 Market St.
ZIP 63103

San Francisco, Calif.
Are3 Office
4 5U Golden Gate Ave.
ZIP 24102

Seattle. Wash.i 
i Area Office

1st Avenue and Madison Street 
; _ ZIP 9S104 

Honolulu, Hawaii 1 
Area Office 
Federal eidg.
ZIP S6S13 

San Juan, P„R.f 
Area Office 
H3to Key Bldg.
225 Ponce de Leon Ave.
ZIP 00917 

y/dShington, D.C.-'
An j  l! f i cc 
3 900 E St. NW.
ZIP 20435

Areas Covered

Alabama; Florida; Georgia; Mississippi; North Carolina; South Carolina; 
Tennessee, C rittendcp County, Arkansas; and Christian County, Kentucky

Connecticut; Maine; Massachusetts; New Hampshire; Rhode Island- end 
Vermont ’

Illinois (except Madison and St. Clair Counties); Scott County, Iowa; Indiana; 
Kentucky (except Christian County); Michigan; Ohio (excluding Belm ont 
Jefferson, and Lawrence Counties);' and Wisconsin (except Douglas County)

Arkansas (except Crittenden County); Louisiana; Oklahoma; Texas; and Dona 
Ana and Otero Counties, New Mexico

Arizona; Colorado; New Mexico (excluding Dona Ana and Otero Counties)- 
Utah; and Wyoming

New Jersey (except Camden County) and New York

Delaware; Maryland (except Prince Georges, Charles, and Montgomery 
Counties), Pennsylvania; Camden County, New Jersey; Virginia (except 
Arlington, Fairfax, Loudoun, Stafford, Prince W illiam, and'K ing George Coun­
ties, and the cities of Alexandria, Fairfax, and Falls Church); West Virginia; 
Belmont, Jefferson, and Lawrence Counties, Ohio; and Boyd County’ 
Kentucky

Iowa (except Scott County); Kansas; Minnesota; Douglas County, W isconsin: 
Missouri; Madison and St. C lair Counties, Illinois; Nebraska; North Dakota’ 
and South Dakota

California and Nevada

Alaska; Idaho; Montana: Oregon; and Washington

Hawaii and Pacific Overseas Area

Puerto Rico and the Virgin Islands -s

District of Columbia; Prince Georges, Charles, and M ontrom ery Counties 
Maryland: Arlington, Fairfax, Loudoun. Prince W illiam. King Georrc and 
Stafford Counties, the cities of Alexandria, Fairfax, and Falls Church Virginia- 
and overseas except Pacific Area.

■ Very few FSul ; tb  cpoo itun ilios  exist in these areas. 
;  FZEE jcb oppurtuntie -; are Lest in these areas.

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15
-D



_}

APPLICATION BASED ON OUTSTANDING SCHOLASTIC RECORD 
OR GRADUATE RECORD EXAMINATION SCORE 

NO WRITTEN TEST (see page 2 for requirements)

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Basis for applying w ithout taking the written test (check one):

□  Graduate Record Examination Aptitude Test Score.
Indicate Score on Verbal Test:--------------- -
Indicate Score oh Quantitative Test:.............— .
Combined Aptitude Test Scores:................. -
Are You Interested in a Management Internship:---------

Date of th is application:

Indicate College or University Where You 
Received (or w ill receive) Your Under­
graduate Degree:

Location of Above School:

□  3.5 or better undergraduate Grade-Point Average on 4.0 Scale.
Indicate Average:_________

□  Rank in Upper 10 percent of Graduating Class.
Indicate Rank:....... ...........  and Number in Class............ ......

Year Undergraduate Degree Received:

Indicate Lowest Acceptable Salary: FSEE □  $6,548 (GS-5) Q  $8,098 (GS—7)
Management Intern □  $8,098 (GS-7) □  $9,881 (GS-9)

Send this application to:

FSEE Desk
U.S. Civil Service Commission 
Washington, D.C. 20415

Do not send in Q ua lifica tions  B rie f and E d u c t io n  & E xperience
Quatl»onn*ir« e< tm» Itmc.

First, M idd le. Lest Name

Street Address

C»ty. Stats. ZIP Coda (required)

Announcement No 4 10, September 1970 •j

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IN T R O D U C T IO N

This supplement is written to introduce you to the written test of the Federal Service Entrance Examination. 
It provides sample questions, explains how to answer each type of question, and suggests ways for you to use your 
abilities to your best advantage in talcing the test. The information in this supplement is in addition to thar in the 
official announcement of the examination. You should read carefully the Federal Service Entrance Examination 
announcement that can be obtained from any Federal Job Information Center and other places where Federal 
employment information is distributed, such as college placement offices. The announcement gives specific informa­
tion as to basic FSEE requirements and nature of the work and opportunities in some of the jobs. It also lists 
several pamphlets that contain additional information on job opportunities in the Federal Government.

TH E  W R IT T E N  TE S T

One of the goals of the Federal Service Entrance Examination is to make it possible for an applicant to be 
considered for many different jobs through a single examination. To make this program work, it is necessary to 
have a single written test for all jobs covered by the program. Such a test must necessarily be general in nature 
and measure abilities common to the bulk of the positions to be filled. The test does not relate specifically to the 
duties of any one job. Rather it measures genera! abilities common to many of the occupations, with an emphasis 
on career potential. W e use a genera! learning ability test including measures of ( I ) the ability to understand 
and use written language; and (2 ) the ability to understand, interpret, and solve problems presented in quanti­
tative terms. W e have found that these abilities are the most important in learning to perform well in the positions
filled through this examination.

The language level of the test questions is in line with 
be expected to handle.

V •

T A K IN G  THE TEST

Some competitors have learned to give themselves 
every fair advantage in preparing for and taking a rest 
by following certain practices and techniques. These arc 
presented in some detail as a kind of checklist below.

Since the test you will take is not a subject matter 
test such as you have taken in school, cramming for the 
examination the night before it is given is not helpful. 
Getting a good night’s rest is a better idea. In addition, 
wc recommend you do these things: \

1. Read over the directions and sample questions for the 
examination so tliat you will be familiar with what 

'you arc expected ro do.

2. Eat a good breakfast since you will be in the examina­
tion room for approximately three hours.

3. Wear comjortable clothing. Then, having lud enough 
sleep anj breakfast, you should have no physical dis­
comforts to distract you.

the language level demands that a job incumbent would

. 4. Make certain before you leave home that you have at 
least two medium No. 2 pencils, already sharpened, as 
well as such things as your glasses. W e advise chat 
you bring a watch as an aid in watching the rime dur­
ing the examination.

5. Allow yourself extra time in getting to the place of 
the examination. Difficulties in finding a parking 
place or in locating the examination room are less 
frustrating when you are not worried about the 
possibility of arriving too late ro be admitted to the 
examination.

By following the above advice, you should report ro 
the examination room relaxed and ready ro concentrate 
fully on the test questions.

XX'atch t b e  t im e

A definite time limit has been set for each parr of 
the lest. These time limits are ample, but even a 
generous amount of time will not be cnisugh if you 
waste time on questions for which you do not know 
the answer.

2
EXHIBIT D



Before each part, the examiner will tell you the 
number of questions in that part and the length of time 
allowed. When the time is announced, check your watch 
or the room dock ( i f  there is one) so that you will 
know when the time will be up. While you are taking 
the test, you should occasionally check the time. For 
example, when the time is half gone, you should have 
completed more than half the questions since the mote 
difficult questions are near the end of the test. The 
examiner will mention the time 10 m inute: before it is 
up. After this reminder, finish your paper and try to 
allow a few minutes for making final decisions and 
checking your answer sheet before the time is up.

H o w  to  m ark  th e  a n sw e r sh eet

In this test you will be instructed to select the best 
choice of the suggested alternative answers for each 
question and record your choice with a medium No. 2 
pencil on a separate answer sheet. The numbers on the 
answer sheet run across the page. You must show your 
answer to a question by darkening completely the box 
corresponding to the letter that is the same as the 
lerter of your answer. You MUST keep your mark 
within the box. If you should have to erase a made, be 
sure to erase it completely. You should mark only one 
answer for each question. Any figuring you may need 
to do in answering a question should be done in the 
test booklet, N O T  on the .answer sheer. Be sure to mark 
all answers on thr“ answer sheer; answers in the test 
booklet do not count.

A n sw e r  th e  easie st q u estio n s first

If you answer first the questions that you know, you 
will not risk having time called before you have covered 
the materia! about which you are sure. I f  you know the 
answer after first reading a question, mark that answer 
on your answer sheet. Without pausing, go to the next 
question. If a question gives you trouble, put a check 
beside the test question in the test booklet (done maiK 
the answer sheet) and leave it until later.

I f  you skip any question, be sure to skip that same 
number on your answer sheet. Be sure each answer you 
mark is in the space numbered the same as the question 
you arc answering in your test.

Guess, if you wish

You have probably wondered whether or nor you 
should guess when you are not sure of an answer. In 
this test, the examiner will tel! you, "It will be to your 
advantage to answer ever)' question you can since your 
score will be the number of questions you answer 
correctly." This statement means that guessing is not 
penalized; that the score is the number right, and the 
number wrong is not subtracted from it. Therefore, if 
you have time, it is good to make an intelligent guess 
when you are not sure of an answer. There is no weight­
ing of questions, cither; each separate question counts 
as much as any other.

Follow directions

Oral directions by the examiner and written direc­
tions in the test booklet are given to help you. Follow 
them closely. When the examiner is giving directions 
before he begins the test, don't hesitate to call for an 
explanation if you need one. This is your chance to 
have the procedures made plain to you while there is 
still time. Don't risk making mistakes because the 
directions ate not clear to you.

P
Don’t be misled

If you have taken courses in education and psychology 
your instructors may have warned you to avoid using 
words such as "none," "always," "every," and “all" in 
nuking rest questions for prospective students. It is 
often difficult to write an answer in such terms, and a 
general opinion exists that the correct answer usually

3



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contains words like “mostly,”  "may be," "often," and 
other indefinite expressions. The wrong ciioices arc 
popularly supposed to be tipped off by "always," "every,” 
and so on. Don'i Oiitn: on tbcic rips in a Civil Service 
examination. If a choice seems good to you, don't rule it 
out simply because it contains a word that you have 
been told isn't supposed to be in a correct answer.

C heck y o u r  p a p e r

During the written test, the examiner will notify you 
when there is only ten more minutes to work on the 
test. When the examiner announces that you will have 
10 more minutes to finish, complete all the questions 
that you can in the remaining time. Be sure to mark all 
answers on the answer sheet; answers in the test booklet 
do no: count. If you have already finished the questions, 
recheck your answers. Write in the test booklet if you 
need to. Do not make any stray marks on the answer 
sheet.

Whether you aje finishing test questions or recheck­
ing them, you should allow a few minutes to check for 
the following:

j- .f i \  !

1. D ouble answ ers.— Make sure that your answer sheet 
has only one answer for each question. If two choices 
are market.!, you will receive no credit even though 
one of them is right.

2. Consistency o j answer sheet end lest booklet.— If you 
skip around on your answer sheer to answer those 
questions that you know immediately, you may some­
times put an answer in a space on your answer sheet 
that belongs to another question. Then if you go on 
marking more answers, you could lose credit for right 
answers. A right answer won't even show if it is put 
down on the answer sheet after the wrong question 
number. Make certain you have marked the answer 
sheet as intended, so that you will receive full credit 
for your answers.

J. Blanks.— If you have blanks on your answer sheet for 
questions you have skipped, complete them with the 
answer that seems most logical to you even though 
you may no: be sure of the answer.

SAM PLE Q U ESTIO NS

Tnis section analyzes test questions of the types found in the written test. Tnesc sample questions are from 
pas: examinations that are no longer in use. None of these sample questions ate used in a current test, but they 
are like actual questions in difficulty, content, and form. Some of the questions may seem hard. They are meant to 
be hard, for we are giving you samples that arc typical of rhe various levels of difficulty found in the written test. 
Be sure that you understand every question so that you will know' what to do with questions of the same type in 
the examination. s

Because difficult questions arc included in the sample material, you should no: be discouraged if you miss 
* " some of the practice questions. No applicant is expected to answer every question correctly on the written test.

, The written test measures verbal ability and quantitative reasoning. The rest of verbal abilities is made up
of questions covering vocabulary, grammar, and reading comprehension. Research lus shown that these arc three of 
the types of questions particularly suitable for measuring verbal ability. The test of quantitative reasoning includes 
single problems as well as small groups of questions based on the same table or chart.

If you are confident of your jhiliry in either verbal or quantitative skills, and hesitant about the other part of 
the tesr, do not feel too discouraged. Many competitors find that a very good score on one part of the test compen­
sates for a psHir score on the other part, and results in a passing score on the test as a whole.

A



VOCABULARY

Many approaches are used to test knowledge of 
words. In this test you are given a key word, which is in 
italics, and five suggested answers. Your task is to find 
the suggested answer that is closest to the key word in 
meaning. The wrong choices may sound or look like the 
key word or have some vague but incorrect connection 
with it. Here is a vocabulary question that is estimated 
to be fairly easy.

Harm ony means roost nearly

A) rhythm
B) pleasure
C) discord
D) tolerance
E) agreement

The answer is E; agreement means harmony between 
people, thoughts, and ideas. None of the other choices 
are as dose to harmony in meaning. Choice A, rhythm, 
like harmony, has something to do with music. But 
rhythm represents time, the pattern of light and heavy- 
beats. That is not what harmony means. Pleasure (choice
B) may be brought about by harmony, but is not har­
mony. Choice C, discord, is the opposite of harmony. 
Choice D, tolerance, means getting along, but there is a 
difference between just barely getting along and being 
in complete agreement as in harmony.

Here is a question estimated to be difficult for the 
general population, but that has been answered correct­
ly by about half of a college sample.

Salient means most nearly

A) prominent
B) vain
C) salry
D) liquid
E) clever

s
The correct answer is A; prom inent, like salient, 

means standing out. The answer is not b , although vain 
may remind you of someone who is conceited, who 
thinks he stands out. but vain does not mean salient. 
Salt) (choice C) may remind one of saline which looks 
like salient but doesn't mean anything like it. The an­
swer is nor D, since l i .ju iJ  doesn't have any meaning in 
common with salient. Clever (choice F.) means showing 
deftness, skill, wit, or ingenuiry— not necessarily stand­
ing out.

H O W  TO IMPROVE YO U R  VO CABULARY

One of the best ways to increase vocabulary is to read 
widely in many kinds of materials such as newspapers, 
books, and magaiincs, and on a number of levels of 
difficulty— for example, no: only news stories but also 
editorials. A useful habit is to use a dictionary to learn 
about words w-ith which you arc not familiar. In the 
examples in the dictionary notice how the use of the 
exact word makes the sentence dearer and better rhan 
a less exact word may make it. One of the best ways to 
remember the meaning of an unfamiliar word is to use 
it in writing letters, reports, etc., as well as in 
conversation.

Be on the lookout for new and useful words in your 
reading. The words in the examination are of varying 
degrees of difficulty, but they are not obsolete, foreign, 
or technical words.

ENGLISH USAGE

W e include questions in this examination to test 
your knowledge of English usage because ability to 
communicate clearly is one of the job requirements of 
all positions under this examination. Employees in 
administrative, professional, and technical jobs prepare 
reports, issue instructions, and write letters. The public 
probably knows the Federal Government best through 
reports and directives issued by its agencies. When writ­
ing such materials, employees must be able to state 
their message in good English.

The instructions in the test booklet for the English 
usage questions tell you to select the sentence that is 
preferable w-ith respect to grammar and usage such as 
would be suitable in a formal letter or report. Remem­
ber the directions say " form al letter or report.” You 
may find some expressions in the test that you have 
heard people use in casual conversation, but such ex­
pressions are not considered correct if they would not 
be used in form a! writing. There is only one correct 
sentence in each question. Let us try a question that 
was answered correctly by about 70 percent of college 
graduates.

A ) No other city anywheres in the State has grown 
so fas: as rhis city.

B) This dry has grown more rapidly rhan any 
other dry in the State.

C) No other city in the State has grown as fast 
or faster than this city.

D) The growth of rhis city has been more rapid 
than any other city in the State.

E) This city has grown the fastest of all the others 
in the State.

\. j

5



Let us examine this, sentence by sentence. Sentence B 
is correct. Note that the comparison is a logical one. 
Sentence A contains the word “anywheres"— incorrect 
no matter where you ftnc! it. Sentence C contains the 
incomplete expression "as fast or faster than.- It should 
be "as fast as or faster than." Sentence D, on first reading, 
may sound correct to you; but stop to analyze it. ’The 
growth of this city has been more rapid than any other 
city in the State." Growth is being compared with city. 
Growth must be compared to growth to make the com­
parison logical. For sentence D to be correct, it would 
have to read:

The growth of this city has been more rapid than 
the growth of any other city in the State, 

or
Tne growth of this city has been more rapid than 
that of any other city in the State.

In these versions, growth is compared either with growth 
or with a w'ord standing for it. Sentence E contains an 
illogical statement. The expression "fastest of all the 
others” purs the city outside of the group in which 
it is supposed to be the fastest. To be correct, sentence E 
would have to read:

This city has grown the fastest of all the cities in 
the State.

READING COMPREHENSION

Questions testing -“your ability to understand what 
you have read are included in this test because this 
ability is essential in carrying out the duties of admin­
istrative, professional, and technical jobs. To do such 
jobs, employees must be able to read and interpret 
Government manuals and carry out various assignments 
in accordance with them.

Here is a reading comprehension question. This 
sample is fairly difficult; it was answered correctly by 
less than half of a college sample. To answer this 
question, read the quoted paragraph and find the 
choice that is best supported by the paragraph.

"Most tropical forests arc composed of a wide 
variety of species of trees, intermingled in great 
confusion. They can be exploited economically 
only if practically all the important species can be 
utilized. Only a few of them are now known on 
the world's markets, and those are chiefly cabinet 
wixxls, of which the supply and the possibilities 
for utilization are mote or less limited. To market 
large quantities of tlte less-known timbers, par­
ticularly those which are more suited (or common 
lumber and construction, a long process of educa­

tion and economic pressure will be necessary to 
overcome the established habits and idiosyncrasies 
of the consuming nations."

Select the alternative that is best supported b) the 
(/notation. The trees that grow in tropical forests

A) furnish many rare woods that arc in great 
demand on world markets

B) are in great part unsuited to genera! construc­
tion uses

C) defy profitable economic marketing because 
of the profusion and confusion of their growth

D) are susceptible of considerably wider use on 
world markers

E) furnish the major part of the total amount of 
cabinet woods consumed in industry

The first part of the sentence, "The trees that grow 
in tropica! forests," precedes every one of the five 
choices, and you must decide which of the choices 
lettered A, B, C, D, or E to use in completing the sentence.

D) " . . .  are susceptible of considerably xvider use 
on world markets" is the best choice. This sentence 
seems to mean that more tropical trees could be used in 
other countries. The last sentence in the paragraph 
says that under certain conditions there would be a 
market for large quantities of lesser known timbers. 
D is the answer.

A) " . . .  furnish many rare woods that are in great 
demand on world markets” is wrong. The paragraph 
says, "Only a few of them are now known on the 
world's markets."

B) " . . .  are in great part unsuited to general con­
struction uses" is wrong. Tne paragraph states that 
more education and economic pressure are needed be­
fore wood from tropical trees can be marketed for 
general construction use, but it docs not say that the 
trees arc unsuitable for such use.

C) " . . .  defy profitable economic marketing because 
of the profusion and confusion of their growth" is 
wrong. Although the paragraph docs state some of the 
difficulties of profitably marketing wood from tropical 
forests, it docs not say that the problem defies solution 
because of the profusion and intermingling of many 
species of trees.

E) ". . . furnish the major part of the total amount 
of cabinet woods consumed in industry" is wrong. E is 
not supported by the paragraph; it is a misinterpretation 
of a statement in the paragraph. Tlte paragraph stares 
that the tropical woods now known and used arc chiefly 
cabinet wtxxJs (o f which fine furniture is made); it 
does not say or imply that the greatest proportion of the 
wixxl used in cabinetmaking is tropical wood.

6



c
Q U A N TITA TIV E  REASONING

Tne two kinds of quantitative reasoning problems 
in the Federal Service Entrance Examination— single 
questions and groups of questions based on a chart 
or table— rest your ability to solve a problem when 
numbers arc involved. Although you must do your 
figuring with care, the numbers and arithmetical 
processes involved arc simple. If your arithmetic has 
become rusty, get out your high school math books 
(don't bother with algebra and geometry, just arith­
metic) and review some of the problems on percent­
ages, ratios, fractions, and decimals, and any other 
types on which you need review. You will benefit 
by a moderate amount of this review, especially if 
you don’t try to cram it all into one evening.

Ability to reach a proper conclusion based on the 
facts given is important to any job. Ability to read 
and correctly interpret tables and charts is necessary 
to many jobs filled through this examination, since 
employees often need to consult information tables 
and draw cotrecr conclusions from them when they 
are preparing reports and when they are answering 
questions having to do with the work of their particu­
lar agency.

Several problems are reviewed below. The first, 2 

relatively e2 sv one, was answered correctly by three- 
quarters of FSEE competitors.

A certain kind of stencil can be bought for 20 
cents each or in packages of 12 for $2. How much 
more would it cost to buy 240 stencils singly than 
to buy them in the 12-stencil packages?

a ) S 0.40 d ) $48.00
b ) $ S.00 E) none of these
C) $40.00

"How viitch more would it cost to buy 240 stencils 
singly than to buy them in the 12-stencil packages?” 
asks the question, and you arc given clues to work 
with. The first step is ro figure rhe cost of born methods 
and find the difference. Buying 240 stencils singly at 
20 cents each would cost $4S ($0.20X2^0 -= $-iS). 
Buying the stencils in packages of 12 would mean buy- 
ing 20 packages (240-e 12 ** 201; at $2 a package they 
would cost $40 ( $2 X 20 ■= $40). The difference is 
$S ($4S— S40= 58 j. and the answer is B.

The following problem is of a rype often used. The 
difficulty of this question depends on how it is solved, 
and there arc several approaches.

If X  can check 80 records in 8 hours and Y  can 
check 80 in of that time, how many hours will 
it take them working together to check the SO 
records?

A) 3'A hours d) 5 hours

B) 3?r hours e ) none of these
C) 41; hours

One approach that is rather easy to apply is the 
following: W e know Y  can check SO in 6 hours (3/4 of 
8 hours). W e know X  can check 60 in 6 hours. (H e  
does 80 in 8 hours or 10 records an hour.) Together, 
then, X  and Y  can check 140 (SO-t-60) in 6 hours. 
Then, to find out how Jong it would take them to

check 80 records, we can say 80 is of 140 j ^  1 . If
*- J40

they do 140 in 6 hours, they can do 80 in Sh of 6 hours 
or in 3?: hours.

I f  you prefer to use ratios, you can say:

S0:l40 =  x:6 

140x =  430 

x =  3?t

Another way to solve this problem gives the same 
result, of course, but also takes a number of steps. 
Consider the fraction of the total task performed by 
each man in 1 hour. Y  can do the whole job in 6 hours, 
so he can do Vo in an hour. X  can do U in an hour. 
Together they can perform His or ‘/t* of the task in an 
hour ( V*;+ Vs**t!bs-r<Iis= H 4s). Dividing one job by rhe 
fraction of it performed in an hour results in the num­
ber of hours required (1 ■+■ r= lX -- , f =  3 ?7 ).

A  fourth method, based on the rates at which the 
men work, takes relatively little computation. Let 
the rate at which X  works equal 1. Y , who can do 
rhe job in n4 as much time, works at a rate of ■<(,. 
The task which took X  8 hours at a rate of 1 can 
be done by both X  and Y  together at a rate of l- r% , 
or Tf,. Thus, since the task takes X  alone 8 hours 
ro complete at a rate of 1, then the time required by 
both is 8 divided'b) their combined rate of T,. g-j-7$ 
equals B X 3; or .V-1̂  hours. Or, beginning with Y  
this time, let his rate equal 1. X  can work only 
as fast, since lie can do only 60 of the SO records 
in tlie 6 hours Y  takes for the entire 80. The com­
bined rare, using this approach, is and the
job which took 6 hours for Y  takes 3:,r hours for 
both (6-*-*.4»‘ 6 X i ; - 3 » : ) .

7



\

I

Tlic ncxr three Questions arc bused on the following chart!

LUMBER PRODUCTION, BY KIND OF WOOD 
UNITED STATES, 19 6 2

SOFTWOODS
HARDWOODS

1. Of die two kinds of pine (pondetosa and 
southern yellow) shown in 1962, yellow pine 
constituted, to the nearest whole percent,
A) 21%
B) 35% c) 60%

VOd) 65 
E) 80%

To compare these figures, which are in the same "pie 
chart, you oo not need to calculate the number of 
board feet. Instead you add the two percentages 
^7 L4 ~r 122 .— H.C) ), and calculate what percentaee of 
that total is represented by yellow pine. Of the choices 
given, the answer is closest to D. This Question is esti­
mated to be easy for FSEE examinees.

2. In 1962 yellow poplar and sweet gum produc­
tion was, in millions of board feet, '
A) 947.9 d ) 94,794
B> 1,170.6 e ) 947,938,000

. C) 3,994.9

Look at the pic charrs. Yellow poplar and sweet gum 
lumbers arc on the hardwoods chart. To compute the 
production tif yellow poplar and sweet gum, add their 
percentages as found on the diarr (9.7%-}■ 5.2% •= 
l-t.9r, ). 77k- total production of hardwoods is 6.362 
million Kurd feet; yellow poplar and sweet gum make 
up 14.99, of rhis total. Multiply the total by the per­
centage (6.362 X 14.9% 6.362 X 0.149 -  947.9 mil-

8

too*/. * 6,3S2 m illion  BOARD FEET 
lions of board feet). Choice A is 947.9 and the answer. 
A similar question based on the chan for another year 
was answered correctly by about half of an FSEE 
sample.

Notice some of the wrong choices; D will be chosen 
if you forget that 14.9% is 0.149 and you multiply 
by 14.9. E will be chosen if you forget that the chan 
is already expressed in millions of board feet and you 
multiply the correct answer by 1 million. B and c  might 
be chosen if you use.total production of softwoods in­
stead of hardwoods. C is 14.9% of the softwoods. B is 
the total amount of softwoods divided by approximately

3. In 1962 the amount of pondcrosa pine lumber
pioduced was most nearly equal to
A) the total of maple and rupclo and black 

gum production
B) one-fourth the amount of oak production
C) rwice the amount of sweet gum production
D) the production of all hardwoods shown as 

"other"

E) 10 percent of the total lumber production 

Look at the charts and compute the amount of pon-
demsa pine produced (26,812X12.2% or 26,812 
X 0 .122 *= 3.271.06 i ). Now each answer choice must 
be considered and all bur one rejected. A, B, c, and 
I> are all based on the hardwoods chart. Notice that



the iota! amount of hardwoods is only 6,362 million 
board feet. Pondcrosa pine is almost half that amount. 
Therefore, only hardwoods that equal almost 50 per­
cent of the total amount of all hardwoods would be in 
equal supply with pondcrosa pine. A, It. C  and D are out. 
Oak production, -IS percent of the total, at first looks 
potxl, but H is "one-fourth the amount of oak produc­
tion," so It is eliminated. Only E is left. Let us sec 
whether it is the answer. Tnc total lumber production

is the total amount of hardwoods plus the total amount 
of softwtx>ds ( 26,S12 million board feet 4-6,562 mil­
lion board feet), or 33,174 million board feet. Ten per­
cent of this amount (0.10X33,174) is 3,317.4, This 
is very nearly the same amount that you figured for 
pondcrosa pine. E is the best choice as an answer. 
This question is estimated to be difficult; a similar 
comparison problem based on another chart was an­
swered correctly by only one-fifth of an FSEE sample.

The next five questions are based on the following table:

C O N S U M P T IO N  OF F U E L S  FOP. PP .O D UCTIO N  OF E LE C T R IC  E N E R G Y
(7959-64)

1959 2960 196] 29G2 2963 2964
Bituminous and iignite coal (thousands of

short tons) .................
Anthracite coal (thousands of short tons).... 
Fuel oil (thousands of barrels)
Gas (millions of cubic feet)

105,704
2.G29

88,203
1,028,500

173,882
2,751

8545-JO
1,724,702

170,612
2,509

85,730
1,825,117

100,041
2,297

85,708
1,955,974

200,193
2,139

93,314
2,144,473

223.162 
2,239

101.162 
2,321,889

1. In which year did the greatest number of kinds 
of fuel show an increase in consumption over 
that of the preceding year?
a ) I960 D) 1963
b ) 1961 e ) 1964
c )  1962

The table shows some increases and some decreases 
from one year to the next. What is requested here is 
the year in which there were more increases rhan in 
other years— not the amount of increased use, simply 
the number of increases. You should use the blank 
columns and margins in the test booklet as scratch 
paper. You can jot down the numbers I960, 1961, and 
so on, in a column, and beside each date set down a 
plus for each increase you find. Three kinds of fuel (all 
but fuel oil | showed an increase in I960. You will 
find three increases in 1961. 1962, and k%3, also. 
There were four increases in 196 i, however, and E 
is the answer to the question. A similar question was 
answered correctly bj- half of an FSEE sample.

2. For the period shown, the approximate average 
amount of gas consumed annually for the pro­
duction of electric energy was, in millions of 
cubic feet,

A) i-°53 ii) 1.933.500
* 1.597 E) 1,932,833,000

C) 1.890,045

To find the average amount of gas consumed annual­

ly, find the row on the table marked "Gas.” Add the 

amount of gas consumed each year and divide by the 

number of years (6 ).  The exact figure by this method 

is 1,933,454. Since you have been asked for an app rox i­

mate average, you could have skipped the las: three 

digits in each number and considered them zeros. Tnis 

xvould give a total of 11,597,000, or an annua! average 

of something over 1.932.000 (you do nor need to 

diviac into the last three zeros of the approximate 

total to get the approximate average).

It is im portant to check the question to see whether 

the units asked fo r in the question arc the sam e units 

you h are  found in )o u r answer. If they arc not, make 

the necessary changes. In this question, you are asked 

the amount in millions of cubic feet and your answer 

is in the same units. Therefore, you have finished the 

problem. Look at your choices. I) is closest to the 

amount you have computed and should be selected as 

your answer. A question like this was answered cor­

rectly by three-quarters of an FSEE sample.

9



3. In 1962, approximately what percentage of 
the total amount of coal used in production of 
electric energy was anthracite coal?

a ) 19?. d ) 49?
b ) 29? E) 59?
C ) 39?

Before you do any figuring, think how you would 
solve this problem. First, you must find the total amount 
of coal consumed in 1962, and then you will have to 
find what percent of that whole amount was an­
thracite coal. The percent of anthracite coal will be 
the amount of anthracite coal divided by the total 
amount of coal consumed and multiplied by 100. Now 
you are ready to do the problem. Look at the table 
and note that there are two rows giving amounts of coal 
used. Look under 1962 and add the amounts for these 
two rows for that year ( 190,941 +  2,297 -  193.23S 
thousands of short tons). The amount of anthra­
cite coal used was 2,297 thousands short tons. The 
percentage of the total amount of coal that was an­
thracite would be 2,297 divided by 193,23S or 0.011. 
Since the question asks for percent and your computa­
tion has given you a decimal, you must multiply the 
decimal by 100 (0.011 X  100*=1.1 percent). The closest 
answer in the choices given is A. (In  this question, 
as in question 2, you could have computed an ap­
proximate answer by working with round numbers. 
Dropping the layt three zeros, you could have divided 
2 by 193; and you could have seen that the percent­
age is just over 1 percent and not nearly 2 percent.) A 
similar question was answered correctly by 70 percent 
of an FSEE sample.

4 .In which year did the gas consumed in produc­
ing electric energy show the greatest increase 
in cubic feet over that of the preceding year?

a ) 1960 r>) 1963
b ) 1961 e ) 1964c) 1962

The last row of the table will gb e  the numbers
needed to answer a_ question of gas consumption.
When you have to make several computations, you can 
often save time by using shortcuts.

Try rounding the figures by disregarding the last 
three digits. The 1960 increase was about 96 thousand 
(1,724 — 1.62S *= 96). In succeeding years it was 101 
thousand, 130 thousand, 1S9 thousand, and 177 thou­
sand. Tne greatest increase over the preceding year 
occurred in 1963, and the answer is D. About rwo- 
thirds of FSEE competitors answered a similar question 
correctly.

5. The total amount of coal consumed in the pro­
duction of electric energy in 1964 was approxi­
mately-what percent of that consumed in 1959? 
A) 579? D) 1509?.
e ) 759? E) 16S9?
C) 1349?

The total amount of coal is computed by adding the 
amounts in the first two rows of the table for each of 
the 2 years involved in the question. Rounding the 
figures to the nearest hundred, you will get 223,200-f 
2,200 or 225,400 thousands of short tons for 1964. 
The 1959 total, rounded in the same way, is 168,400. 
Since you have been asked what percent the 1964 
rota! was of that consumed in 1959, you would divide 
225,400 by 168,400. (Since the 1964 total is larger 
than the 1959 total, you know that your answer must 
be over 100 percent. You can eliminate choices A 
and B before you compute.) The number 225,400 di­
vided by 168,400 equals approximately 1.34. Remem­
ber that the question asks for percent. Therefore mul­
tiply 1.34 by 100. Your product is 1349?, which is 
choice C Problems like this are somewhat more diffi­
cult and are answered correctly by fewer than one-half 
of FSEE competitors.

The next four questions are based on the following 
chart:

FARM INCOME FROM CROPS AND PRODUCTS 
1940 - 1960

MILLIONS OF  
DOLLARS

1540 (945 IS 50 IS55 (960

10



In working on this type of chart you are permitted to 
use the edge of a sheer of paper, or your pencil, as a 
straightedge to help you in making estimates. For 
example, in the chart shown you might want to esti­
mate the amount of income from dairy products in 
1950. You would want to know how much of the 
distance between the lines marked 3000 and 4000 is 
below the point where the dotted line marked "D A IR Y  
PRODUCTS" crosses the dateline marked "1950." 
Laying your pencil across that point, parallel to the 
4000 line, would help you to sec that it is about 
three-fourths of the way up from 3 0 0 0 — in other 
words, the income from dairy products is about 3,750 
millions of dollars for 1950.

1. The total farm income from crops and prod­
ucts in I960 was, in millions of dollars, approxi­
mately

a ) 4,700 D) 4,700,000
b ) 13,500 e ) 13,500,000
c ) 14,500

This is a fairly easy question. In an FSEE popula­
tion it was answered correctly by about 50 percent.

To compute the total income from a chan like this, 
it is necessary to estimate the income from each item 
shown on the chart for the year mentioned and add 
all the estimates. The chart shows figures in millions 
of dollars, and since the question asks for the same, 
it will not be necessary to 3dd any zeros to the fig­
ure you obtain. Use the blank space in the test book­
let for figuring. Be sure you are looking at the cor­
rect year. Estimate the amount where each of the 
product lines meets the 1960 line at the extreme right 
of the chart. Tobacco seems to be about 1200, grain 
is easily estimated to be 2500, cotton a little lower—  
perhaps 2-iOO. hogs about 2S00, and dairy products 
about 4700. Adding these estimates gives a total of 
13.600. Among the answer choices you have 13,500 
and 14.500. It is most unlikely that you have under­
estimated by as much as S00, so you can discard 
1-1.500 as a possible answer and mark 13,500, or U. 
The wrong alternative E. which adds fhree zeros to 
this, might be chosen if you had not noticed that 
the required answer is in millions tif dollars and 
doesn't need more zeros. Alternatives A and t> might be 
selected if you thought that the top line in the chart 
represented the total of all the amounts. Since dairy 
products brought in the greatest amount of income. 
•i.?00 million dollars in l ‘ )f>0, that error would give 
you answer A. and n would be the choice if you nude 
an additional error of adding three zeros to the esti­
mate, which was already in millions.

2. In which, if any, of the following years did 
farm income from all crops and products ex­
cept one show an increase over the income of 
the preceding year shown on the chart?
A)' 1945 D) I960
n) 1950 E) none of these
C) 1955

No estimating is necessary to answer this quesron, 
which was answered correctly by about 60 percent 
of an FSEE population. What you are looking for is 
a date on the chart that shows all the lines but one 
slanting up to it— that is, all of the items of income 
increasing excepr one. The year 1945 shows increases 
in all five kinds of income; so docs 1950. Tne year I960 
shows a decrease in the income from tobacco and from 
cotton, both lines slanting down from 1955 toward 
I960. But 1955 shows increases in everything excepr 
the income from hogs, which took a sharp dip down 
from 1950. The answer is C, Therefore. If there had 
not been any year that showed an increase in every 
type of income except one, the answer to this ques­
tion would have been E, "none of these.”

3. O f the crops and products shown, the one 
which yielded the next to the smallest income 
in 1940 was
A) hogs D) tobacco
B) grain E) cotton
C) dairy products

Again, no estimating is necessary for this fairly 
easy question, which was answered correctly by about 
three-fourths of an FSEE population. All you need to 
find is the line that is the second from the bottom 
where they meet the 1940 dateline. Since the lines 
arc not labeled at the point where they begin, you 
must trace this line upward until you find where it is 
labeled "G R AIN .".

4. Farm income in 1960 from the sale of hogs 
showed a percentage decrease from the 1950 
income of approximately
A) SS97 D) 2597.
D) 6697 E) 1297c) 3397

First estimate the 1950 income from the sale of hogs, 
where the line crosses the 1950 line. It appears to be 
about 3250 on the chart. It is not necessary to work 
with the figure 5 3.250,000.000 (as 53,250 million 
would ltx>k written out). The figures read from the 
chart can be handled so as to give results in percent­
ages. The I960 income is about 2SOO. where the line

1 1



c

r

meets the right-hand edge of the chart. The decrease 
front the 1950 income, in terms of percentage, is found 
by calculating what percentage of the 1950 income is 
the amount by which it dropped. The drop between 
1950 and I960 is about 450 (3250— 2S00). Dividing 
this by 3250 gives a quotient of 0.138 or 13-8 percent. 
Different persons will, no doubt, make different 
estimates in reading figures from a chart, but the final 
computations from estimates that are made from the 
proper place in the chart will be closer to the correct 
answer than to any of the other answer choices given. 
In this question, the approxim ate percentage is required, 
and the best answer is E. This question, tried out on 
an FSnn population, was answered correctly by about 
60  percent.

Things to rem em ber when doing problem : based or. 
tables, charts, or graphs:

1. Understand what you are being asked to do before 
you begin figuring.

2. Check the dates and types of information required. 
Be sure that you are looking in the proper columns,

and on the proper lines, for the information you 
need.

3. Check the units required. Be sure that your answer 
is in thousands, millions, or whatever the question 
calls for.

4. In computing averages, be sure that you add the 
figures you need and no otners, and that you divide 
by the correct number of years or other units.

5. Be careful in computing problems asking for per­
centages.

(a ) Remember that to convert a decimal into a 
percent you must multiply it by 100. For ex­
ample 0.04 is 4 % .

( b )  Be sure that you can distinguish between such 
quantities as 1%  (1 percent) and .01%  (one- 
hundredth of 1 percent), whether in numerals 
or in words.

(c )  Remember that if quantity X  is greater than 
quantity Y , and the question asks what percent 
quantity X  is of quantity Y, the answer must be 
greater than 100 percent.

PRACTICE  QUESTIONS T Y P IC A L  OF THE FSEE TEST 

(Correct Answers Are Found at the End of This Section)

This section includes 15 additional questions for 
ficulty for a group of typical FSEE competitors. "Easy 
the group. 1 Difficult" questions arc answered correctly 
all practice questions are listed after question 15.

VOCABULARY

MEDIUM IN' DIFFICULTY

1. Consensus means most nearly
A ) accord d ) quota

f>) abridgment E ) exception
C) presumption

practice purposes. Above each is a notation as to its dif- 
questions are those answered correctly by well over half 

' r about one-fourth of the group. Correct answers to

DIFFICULT

2. Laconic means most nearly

A ) slorhful d ; melancholy

®) in c ise  £ ) indifferent
C ) punctual

12



DIFFICULT

3. Im perturbability means most nearly

A ) obstinacy D) confusion
B) serenity H) anxiety

C ) sagacity

DIFFICULT

4. Trenchant means most nearly

A ) urgent D) sharp
B) witty E) merciless

C ) decisive

ENGLISH USAGE

Select the sentence that is preferable with respect to 
grammar and usage such as would be suitable in a 
formal letter or report.

MEDIUM

5. A ) There are less mistakes in her work since
she took the training course.

B) The . training course being completed, she 
makes very few mistakes in her work.

•WC) After she completed the training course, 
she seldom ever made any mistakes in 
her work.

D) After taking the training course, her work 
was found to contain hardly any mistakes.

E) Since she has completed the training 
course, she has made few mistakes in her 
work.

MEDIUM

6. A ) Tiie manager tol̂ i Miss Jones and I that
we were expected to attend the meeting.

B) Miss Jones and 1 were told by flic man­
ager that it was necessary for both of us 
to have attended the meeting.

C) In his talk with Miss Jones and I, the 
manager explained that otir attendance at 
the meeting was expected.

D) The manager said that he expected Miss 
Jones anil me to attend the meeting.

E) The manager explained to M bs Jones and 
myself that it was necessary for us to be 
present at the meeting.

MEDIUM

7. A ) The personnel office has charge of employ
ment, dismissals, and employee's welfare.

3) Employment, together with dismissals an. 
employees’ welfare, are handled by the per 
sonncl department.

C) The personnel office takes charge of employ­
ment, dismissals, and etc.

D) The personnel office hires and dismissc 
employees, and their welfare is also its re 
sponsibility.

E ) The personnel office is responsible for th- 
employment, dismissal, and welfare of era 
ployees.

DIFFICULT

8. A ) He had scarcely finished studying the pia:
than he began to recommend changes.

b ) N o  sooner had he finished studying th. 
plan than he recommended a number c 
changes.

C ) The moment he finished studying th 
plan, he had recommended a number c 
changes.

D) His study of the plan was hardly finishe 
than his recommendation of a number c 
changes was made.

E) The moment he finished studying the plar 
a number of changes were recommendc 
by him.

READING  COMPREHENSION

EASY

9. "To legislate is to create a rule. A rule of ac­
tion implies a continuity in its applicacio 
and a repetition of the results which it pre­
scribes for a scries of situations which arc nc 
materially variant."

Select the alternative that it best supported b 
the tjnotation. A rule involves the princip! 
that

A ) every act must be judged on its own met.
B) similar conditions produce similar result
C) similar conditions are the exception rathe 

than the rule
C) repetition increases the seriousness of a.- 

act
E) every action musr be follow til by som 

result



c

MEDIUM

10. "Balsam wood does no: equal spruce as raw 
material for either the sulfttc or the mechanical 
process of making pulp. It gives a smaller 
yield of pulp per cord of wood and produces 
a fiber of an altogether different character. A l­
though the balsam fibers are of a length about 
equal to the spruce fibers, they carry more 
pithy material, are much softer and more 
flexible, and, when made up into a sheet of 
paper are very easily identified."

Select the alternative that is best supported by 
the quotation. In pulp making,

A ) spruce is considered the best raw material 
for the sulfite and mechanical processes

B) the pith in balsam fibers causes them to 
be extremely flexible

C) balsam and spruce fibers, although equal 
in length, are unequal in texture

D) spruce wood is characterized by wide, 
coarse fibers

H) the suitability of wood depends largely 
upon its yield per cord

DIFFICULT

11. "Quite often the decisive factor in a new 
invention is the precedent created by a pre­
vious invention. For example, the discovery 
that certain molds in the earth secreted a 
chemical called penicillin, which killed off 
certain kinds of disease germs, provided a key 
idea that led to the discovery of a whole 
series of antibiotics."

Select the alternative that is best supported by 
the quotation.

A ) The fact that many inventions are inter­
related has narrowed the field of dis­
cover)-.

n) Penicillin was the first, but certainly not 
the best, antibiotic discovered.

C) Once a new invention has been accepted, 
related inventions readily win accept­
ance.

D) The discovery of penicillin in mold led 
to the development of numerous other 
molds.

E) Current antibiotics stemmed from the 
knowledge of mold properties.

DIFFICULT

12. "Proper supervision of play involves a rec­
ognition of the fact that a happy childhood 
through play is essential to a child's normal 
growth and personal development. Self- 
discipline and right conduct are natural re­
sults of a situation in which a child engages 
in activities of absorbing interest under wise 
guidance."

Select the alternative that is best supported by 
the quotation. The proper supervision of play

A )  is of greater benefit to some children than 

to others

B ) has as its chief purpose training for self- 
discipline

C ) helps a child to obtain satisfactory re­
sults from his recreation

D) is less essential as a child becomes more 
absorbed in his play

£ ) provides for the natural development of 
differences in personalities

Q U A N TITA TIV E  REASONING

EASY

13- Mr. Wise, Mr. Vail, and Mr. Todd invested 
$7,000, $3,000, and $2,000, respectively, in a 
partnership. If the annual profit of $6,000 is 
divided among them in proportion to their 
original investments, Mr. Wise will receive

A ) $500 D) $3,500
B) $2,000 e ) none of these
C) $2,500

MEDIUM

14. The safety rules of factory X  require that the 
• operator of -a certain machine take a rest 

period of 15 minutes after working 2 consecu­
tive hours. If the workday consists of 3-54 
hours in the morning, 30 minutes for lunch, 
and 4**4 hours in the afternoon, a job thar 
requires 20 machine hours to complete will 
take the operator of this machine

A ) less than 3 days
B) between 3 and 31; days
C) 31;  days
D) between 31: and 4 days
E ) 4 days or longer

1 4



e a s y ; c a n  be so lved  by  s h o r t c u t  

15. An operator ran 2,790 sheets of paper through 
a mimeograph machine in 45 minutes. Ac 
the same rate, how many sheets could be put 
through tiic machine in 2 Va; hours?
A ) 6,9S0
b ) 11,160
c ) 13,950
D) 18,600
E) none of these

The correct answer to the computation in the last 
problem is 9,300 sheets. Since this is not one of the 
choices, the answer to be marked on your answer shecc 
is E. Instead of dividing by 45 minutes and multi­
plying by 150 minutes, a competitor might notice 
that the number of sheets run in three-quarters of an 
hour is given. Using quarter-hours as units of rime, 
he would then divide by 3 and multiply by 10 (quar­
ter-hours in 2Ve hours) and get the same answer in less 
time.

CORRECT ANSWERS TO PRACTICE QUESTIONS

1. A 6. D 11. E
2. B 7. E 12. c
3. B 8. B 13. D
4. D 9. B 14. D
5. E io. c 15. E

Do noc try to memorize these practice questions. 
None of them will be used in an acrual test. But be 
sure that you understand every one of them, so that 
you will know what to do with questions of the same 
type in the examination.

s

it U.S. C0VESNMENT PSIN1ING OFFICE: 1970, 0— J9M 3S

1 5



I

c
UNITED STATES DISTRICT COURT 
FOR THE DISTRICT OF COLUMBIA

JESSE DOUGLAS, et a l . ,  )

P la in tiffs , )
CIVIL ACTION NO. ' 313-71 .

)
ROBERT E. HAMPTON, et a l . , )

)
Defendants. )

........................... ...................1

SUPPLEMENTAL AFFIDAVIT OF 
" DR. RICHARD BARRETT

Dr. Richard S. Barrett,, f ir s t  being duly sworn, deposes

and says:

1. I an the Richard Barrett who submitted an affidavit  

in this matter dated November 1, 1975.

2. I have reviewed the Affidavit of Dr. William A. Gorham 

filed  in this matter and dated December IS, 1975. Nothing set 

forth therein causes me to alter in any way my opinion detailed

in my earlier affidavit that the FSEE and PACE are likely to have 

a similar adverse impact on minority candidates.

A. The Need For Additional Evidence

3. -Dr. Gorham's basic position, namely, that The content 

of Test 700 [FSEE] d iffers from Test 500 [PACE] to a degree that they 

must be considered as discrete and separate instruments” ‘ [Gorham 

Affidavit, p. 3) is reminiscent of the letter written by Galileo to 

Kepler, quoted in Reichenbach, From tooemicus to Einstein, Philo­

sophical Library, 1942 p. 23:

"But what w ill you say to the noted philosophers 
of our University who, despite repeated invita­
tions, s t i l l  refuse to take a look either at the 
moon or the telescope and close their eyes to the 
light of truth? This type of people regard philo­
sophy as a book like Aeneid or Odyssey and believe 
that truth w ill be discovered, as they themselves 
assert, through the comparison of texts rather than 
through the study of the world of nature.”

r ~



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U. The "world o f nature” Is readily available- .to the 

C iv il Service Cormission, yet Dr. Gorham persists in the comparison 

of "texts" to settle the issue of whether the FSEE and PACE are the 

same or different. Since it  is necessary to reply to the', asser­

tions of Dr. Gorham's affidavit of December 18, 1975, I w ill do so. 

below, but before undertaking that exercise, I f ir s t  discuss the 

"world of nature." :

5. Dr. Gorham argues, through his comparison o f "texts," 

that FSEE and PACE are different. A definitive procedure - -  factor 

analysis — has been in use for over a generation to make’ just such 

comparisons on a more scientific basis. It  was developed because 

psychologists are aware that their intuitive methods of c lassi­

fication are d ifficu lt  to substantiate and prone to error. Farther 

they permit no sound basis for settling the issues brought up by 

differences in classifications between two experts.

6. Factor analysis is an empirical classification technique 

which is based not on the opinion of psychologists, but on the 

responses of subjects who-take the tests. To achieve the best 

results in this instance, both the PACE and FSEE should be adminis-
. .• my « .t.

tered to a representative sample of subjects. The results can be 

analyzed by standard statistica l procedures available to every 

statistica lly  oriented psychologist. Comparison of the factors 

that result either from one administration of both tests ' to the same 

subjects or separate administration of the-tests to different sub­

jects would provide empirical proof or refutation of Dr. -Gorham's 

assertions. The raw data for the latter analysis are immediately 

available to the C ivil Service Coirmission since both tests have been 

administered to large nunbers of candidates. It  is unthinkable, 

and professionally indefensible, for the C ivil Service Commission 

to replace a test of the FSEE's' importance with the PACE without



conducting a study to compare the factor structures of both tests.

With a sta ff of S7 personnel research psychologists, of whom 23 have 

doctorate degrees (Gorham Affidavit, p. 1) , the Civil Service Com­

mission abviously has the talent and the capacity to conduct such 

an ' in q u i r y ’ .

B. Comparison of Sample Questions

7. Even in the absence of evidence from the world of nature, 

i t  is  possible to reach some preliminary conclusions with respect 

to the extent to which the FSEE and PACE are similar by the compari­

son o f texts. I must point out that in this analysis I  am badly 

hampered by my lack of-access to the tests themselves;. I  am forced 

to rely on the sample items attached to Dr. Gorham's affidavit. 

pix-st, by Dr. Gorham's own admission, 30 percent of PACE is similar 

to  questions contained on the FSEE. Even i f  the remainder of PACE 

were totally non-discriminatory (which has not been shown- to be the 

case) , blacks would s t i l l  perform less well than whitss on PACE 

by virtue of the fact that 30 percent of i t  is similar to. the FSEE. 

Second, a close analysis of Dr. Gorham's affidavit together with the 

sample questions indicates that the differences are not nearly as-sub­

stantial as Dr. Gorham claims. As he acknowledges, the tests have 

Vocabulary, Reading Comprehension and Arithmetic Reasoning in com­

mon (Gorham Affidavit, p. 3) . However, he asserts that the remainder 

of PACE is different from FSEE. Specifically, the chart .on page 3 

ox his affidavit would lead one to conclude that PACE questions



Letter Series, Figure Classification, Table Interpretation.and 

Inference are different from FSEE questions. ' However, a close exam-’ 

ination of .the sample questions indicates that PACE questions re­

lating to Comprehension, Inference and Table Interpretation are 

substantially similar to question types included in' the FSEE.

(a) Inference (Tvoe V ). The category of questions on 

PACE relating to "Inference” ( T y P e  V) are virtually identical to 

the category of questions on the FSEE relating to Reading Compre- ' 

hension. For example, PACE item number 4- (p. 7, Exhibit A*) states:

■ "4. Though easy to learn, backgammon is a 
surprisingly subtle and complex game 
to play very well. It  is a game that 
calls for mastery of the laws of pro­
bability  and the anility to weigh and 
undertake frequent shifts in strategy.
Therefore, a necessary quality for •
playing backgannion very well is
(A) the ab ility  to deceive the opponent 
(IS) a willingness to take calculated risks
(C) a high degree of manual dexterity
(B) the ab ility  to make quick decisions 
(E) a mastery of advanced mathematics"

The foregoing PACE item is closely similar to item number 9 of the

FSEE (p. 2, Exhibit B) which states:

”9. ''Proper supervision of play involves a
recognition of the fact that a happy child- • 
hood through play is essential to a 
child 's normal growth and personal 
development. Self-discipline and right 
conduct are natural results of a situa- ; ' 
tion in which a child engages in activi­
ties -of absorbing interest under wise 
guidance. ’
Select the alternative that is best 
supported bv the quotation. The proper 
supervision of play
(A) is of greater benefit to some child­

ren than others

measuring Computation, Comprehension, Logical Order of Events,

* References to exhibits are to Exhibits A and 3 of Dr 
Affidavit.

Gorham's



c
-5-

C)

(B) has as its  chief purpose training 
for self-d iscip line

(C) helps a child to obtain satisfactory :
results from his recreation ;

(D) is  less essential as a child becomes
more absorbed in his play i

(E) provides for the natural development 
of differences in personalities"

(b) Comprehension (Type VIP  . The PACE category of 

questions considered to measure "Comprehension" are also quite 

simila r  to the PSEE Reading Comprehension category. For example, 

PACE item number 3 (Exhibit A, p. 11) states: ;

"3. A country that is newly settled usually 
produces very l i t t le  art, music or 
literature. The MOST REASONABLE explana- • 
tion of this fact is that
(A) its  people have had few experiences 

to draw on
(B) there is l i t t le  use for such work
(C) suitable materials for such work 

must be imported
(D) the physical development of the 

country absorbs most of the interest 
and energy of the people

(E) there is as yet no governmental en­
couragement of the arts" ■:

By comparison, PSEE item number 8 (Exhibit B, p. 2) states^:

”8 . 'The division of labor into the categories 
of physical and mental labor is not strictly  
accurate. The labor of even the most unskil­
led workman calls for the exercise of cer­
tain mental qualities, like attention, memory, 
and prudence; and on the other hand, the 
intellectual effort of the great captains 
of industry is associated with a certain 
amount of waste of tissue .' .
Select the alternative that is supported 
by the Quotation. /
(A) There is no real distinction between 

physical and mental .labor.
(B) Manual labor does not ca ll for so great

a waste of tissue as intellectual effort  
does. '

(C) The exercise of mental qualities remains 
the most important feature of labor.

(D) Physical and mental labor require use of 
the same mental qualities.

(E) The difference between various forms of 
labor is one of degree."



-6-

The only major difference between these two item types is that the 

PACE question requires "general knowledge not included in the 

original statement." (Exhibit A, p. 10). The latter difference w ill  

certainly not reduce the discriminatory impact of PACE.

(c) Table Interpretation fTvoe VT) . This category on 

PACE is  quite similar to the "Quantitative A b ilities  -  Table and 

Charts" category on the FSEE. For example, the PACE i t  an included 

in the sample questions (Exhibit A, p. 8) is  closely similar to 

item number 1U on the FSEE (Exhibit B, p. 3) . Both require similar 

verbal sk ills  and the ab ility  to make calculations based oh infor­

mation contained in the chart.

8 . The only items on PACE which do not have equivalent 

counterparts on the FSEE are Computation, Logical Order of Events, 

Letter Series and Figure Classification. However, items of this 

category are no less discriminatory than the highly verbal ques­

tions which characterize the rest of PACE and virtually a ll of the 

FSEE.

9. Based on the foregoing comments, I have revised the 

table on page 3 of Dr. Gorham's affidavit as follows:*

* Dr. Gorham lis ts  ten question types for the PACE in the table, 
but there are only nine listed in Exhibit A and in his a ffidavit.
I can only conclude that both Arithmetic Reasoning and Computation 
are in fact Question Type VII.



• ( o

-7 -

PSEE , PACE

# of Items Question Tvoe # of items Question Type

2 0 Vocabulary IS . I I  Vocabulary

2 0 Reading Comprehension IS

IS
15

I Reading Compr 
hension

V III Comprehension 
V Inference

2 0 Grammar

IS Arithmetic Reasoning IS VII Arithmetic 
Reasoning

2 0 Charts and Graphs i_5 VI Table Inter­
pretation

--------------------------- 15 VII Computation

-------------- .-------------• 15 IX Logical Order 
Of Events

------------------- --------- IS I I I  Letter Series

15 IV Figure Clas­
sification

Thus, Dr. Gorham is simply not correct when he states that only 

Vocabulary, Reading Comprehension and Arithmetic Reasoning questions 

are common to both tests. In fact, Comprehension, Table Interpre­

tation and Inference questions on PACE are also similar to PSEE items. 

Thus, instead of 70 percent of PACE, being different, as.Dr. Gorham 

asserts, in actuality only 40 percent of the new test is different.

In other words, 50 percent of PACE is similar to or virtually  

■identical to TSEE items. Dr. Gorham also states:



-8- u

"With regard to the common item types, they i
represent 58 percent of the Test 700 content, 
and only 30 percent Test 500 content."
(Gorham Affidavit, p. 3). :

As recalculated based on the foregoing analysis, this statement.

should have indicated that the common item types represent 79 percent

of the “SEE and 50 percent of PACE.

C. Other Matters

10. Dr. Gorham states that "An individual’ s score on 

Test 500 cannot be inferred from his score on Test 700."- (Gorham 

Affidavit, p. 3 ). The only conceivable scientific basis for such a 

statement is an empirical comparison, which is best accomplished by 

means of the correlation coefficient. I f  Dr. Gorham has the rele ­

vant correlation coefficient, le t  him report it . I f  he does not, 

he has no foundation for the assertion which is absurd in any case, 

since even by his own calculation, there is substantial overlap in 

the content .of the two tests.

11. His statement continues, "A person who gets'a low 

score on Test 700 may get a high score on Test 500 and vice versa." 

(Gorham Affidavit, p. 3 ). This is a meaningless comment, since no 

one asserts that the tests are perfectly correlated. In the absence 

af a perfect correlation, there must be some people who get a hign 

score on one test and a 4nw score on the other. /
12. Dr. Gorham makes several other assertions without

/
presenting adequate evidence. After a characterization or Test 700

as measuring ab ilit ies  in two. general areas (a claim which can,

and should be proven by the results of a factor analysis, as I stated



-9-

aboye) he goes on to assert, "These ab ilities  have been determined 

to be important for successful performance in the jobs covered by 

the examination." (Gorham Affidavit, p .  U) . Such a claim'can'be - 

substantiated only by a series of validation studies, one for each 

job covered by the examination. No such studies have been•presented 

-in evidence. He continues in the same vein further on in the same 

paragraph when he characterizes the alleged three additional ab ilities  

as "job related," once again assuming that which he has never proved.'

13. Dr. Gorham hints at the existence of a factor ‘ 

analysis of PACE when he describes the five ab ilit ies  that.are 

tested by the nine Question Types. (Gorham Affidavit, p. h)'. I f ,  

as seems logical the nine Question Types were designed to tap nine 

separate sk ills , there is no way in which one can reduce than to 

five without recourse to .factor analysis or to some similar technique 

for clustering the data. Once again, i f  Dr. Gorham has the data 

analysis to substantiate his claim, let him produce it . I f  there 

is no supporting evidence, he has no scientific justification for 

his statement.

1*4-. Finally, Dr. Gorham points to the existence of five  

specially devised weighting procedures that yield five separate 

scores for five separate occupational groups. (Gorham Affidavit, p .  5 ) .  

He does not give any indication of how the scores were derived, the 

effect.that they have on a candidate's relative position compared to 

his competitor, o r ,-o f course, their possible adverse impact on the



-10-

minority candidates. He also states that the two tests d iffer in 

administration time (Gorham Affidavit, p. 5) , but never explains 

how this di .xerence might affect the performance of minority and 

non-minority candidates.

/ ? • •7

Richard S. Barrett

State of New York, County of New York, ss.

On this day of J •* -* i - _______ , 197£ , personally

came before me Richard S. Barrett, to me known, and known to me to 

be the person described in and who executed the foregoing instrument, 

and he acknowledged that he executed the same.

fcUZAIETH T. IAS XOW ITl 
H r4»rr Ruofc. Slw« c l  N*— f o r i  

H a . 6 0 -5 I6 S 3 S 0
A ppo in t kw W ciickit—■ Courtv

Cc— Msi ' 1 ‘  /.*

[SEAL]

'1^ z/Notary Public^



APPENDIX C

Plaintiffs' Trial Brief Re PACE, FSEE and 
the Appentice Selection System, Ellis v. 
NARE, pages 1-40



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APPENDIX C

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I

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1

2

2
4

5

6 

7 

a
9

10

11

12

13

14

15

16

17 

13

19

20 

21 

22

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24

25

26 

27 

23 

29 

20: 

21 

22

TABLE 0? CONTENTS

I .  IN T P .O D U C T IQ N  .............................................................................................................................

I I .  STATEMENT 0? RELEVANT LEGAL PRINCIPLES ................

A. 3urden o f  P roof or. the Issue of V a lid ity  . . . 

3. Standards or. the Issue o f V a lid ity  ................

1. Need fo r  proper Job analysis  ....................

2. Cn ission  o f c r i t i c a l  job requirements . .

3- Im propriety o f construct v a lid a t io n
as so le  v a lid a t io n  strategy  ......................

4. Need to consider the e f fe c t  o f the
tests  on d if fe re n t  ethnic groups ............

5. Need to Insure that "te s t  w iseness" is  
not a reason fo r  success or. the test . . .

I I I .  DISCUSSION 0? THE PACE, THE PSEE AND THE
APPRENTICE TEST 3ATTEP.E .......... _ ..................................

A. Defendants' Use c f  the PACE W ritten  Test
V io la te s  the C iv i l  E ights Act c f  1=64 ..........

1 . Saclcgrour.d ............................................. ............

a. What the PACE w ritten  test measures

b. What the PACE w ritten  tes t  is
used f a r  .....................................................

c. How the PACE w ritten  test is  
assembled, adm inistered and scored .

d. How PACE scores are used to rank
app lican ts .................................................

2. The PACE w ritten  test has a d ra s t ic  
adverse impact on ethnic m inorities

a. Results o f the race-coded
adm in istration  o f PACE in  the San 
Prar.cisco area in  ea rly  1 = 7 7  ............

b. The adverse impact c f the PACE
w ritten  test w i l l  be corroborated  
by expert testimony ..............................

c. Admissions o f CSC personnel ..............

3. Defendants cannot carry th e ir  burden to
show that the PACE w ritten  test Is 
Jo c -re la ted  .......................................................

Page

1

2 

2

3
4 

4

ij

4

5

5

6 

6 

5

7

I

9

10

10

14

14

13





TABLE 0? CONTENTS

2

3

4

5

6

C3) In v a lid ity  o f the CSC'a 
theory .............................. 34

d. A d d ition a l arguments concerning 
the- f a i lu r e  o f the CSC to denon­
s tra ta  the v a l id it y  of the PACE 
w ritten  tes t  ..............................................  3 S

7

a
9

10

3. The Menders o f the P la in t i f f s '  C lass Are 
E n tit led  to P.enedial Orders Designed to 
Correct the E ffe c ts  o f Defendants' Past 
Use o f the Federal Serv ice Entrance 
Examinaticn (FSEE) , a Test T.fnich Adversely  
A ffected  M in o rit ie s  and was Never
Va lidated  .....................................................................  4 1

11 D escrip tion  c f  the PSEE 41

12

13

14

2. The ?S is w ritten  tes t  had adverse
e ffe c t  on ethnic m inorities ......................... 42

3. The v a l id i t y  o f  the FSEE was never
estab lish ed  .........................................................  4 3

15

15

17

13

19

20

4. P.emedies based upon the past use
o f the- -FSEE ...........................................    46

C. The System Used fo r  S e lectin g  Apprentices 
at NARF V io la te s  the C iv i l  Rights Act o f 
1964 ................................................................................ 4 6

1. Background ..............................    46

a . Structure o f NARF's apprenticeship  
program ................................................... 46

21

22

23

2 4

25

26 

27 

23

29

30

31

32

b. Structure o f the apprentice
se le c t io n  system ....................................  4 7

(1 ) The genera l ru le : use o f the 
C iv i l  Service Apprentice
R eg iste r .............................................  4 7

(2 ) The exception: in te rn a l com­
p e t it io n  fo r  apprenticesh ip
p o s it ion  during 1577 .............   5 G

2. The apprentice se le c t io n  system used at 
NARF d isp rop o rtion a te ly  excludes black  
and Hispanic persons ....................................  5 2

a. U n d eru tilisa tio n  c f m inorities in  
the NARF apprenticeship programs

Cl)

(2)

U n d eru tilisa tion  c f blacks

U n d eru tiliza tio n

32

33



1 TABLE 0? CONTENDS

2 Page

3

A

5

6

b. D isproportionate, exc lusion  o f
m ino rities  iron  the CSC' K egister  
car. be in fe r re d  iron  the ethnic  
composition o f the apprentices  
hired  by Mare Is lan d  Naval Ship­
yard during 1576 ....................................... 57

7

S

9

10

11

12

13

14

15

16 

17

ia
19

20 

21 

22 

23

26

27

,c . MAE? o f f i c i a l s  invo lved in  the 
in te rn a l competition admit that 
m inorities  are d isp rop o rtion ate ly  
excluded from the upper le v e ls  of 
the CSC apprentice r e g is t e r  from 
which se le c t io n s  are a c tu a lly  made . . .  53

d. The re s u lts  o f  the in te rn a l con-
p e t it io n  fo r  apprenticeship positions
at NAEF show adverse impact ........ . 50

The w ritten  tests  used in ra t in g  
apprentice app licants have adverse 
impact on m inorities .................... .. 5 i :

(1 ) .Background ...........................................  61

(20 The te s t  battery  us ed during  
the in te rn a l competition at 
NAEF ......................   52

(3 ) Test 1CQD .............................................. 53

(4 ) Test 100E .............................................. 65

(5 ) le s t  10OB .............................................. 57

(5 ) Test 100C .............................................. 53

(7 ) Test 101? ..............................................  55

(3 ) Test 101G ..............................................  £3

(5 ) Test 54b ................................................  71

(10) Testimony o f expert w itnesses . . .  71

3. Defendants cannot carry th e ir  burden to 
show that the apprentice se le c tion  system 
i s  le g a l  desp ite  i t s  adverse e f fe c t  on 
m inorities  ............................................................. * 71

23

29

a. Lack o f v a l id it y  of the apprentice  
test cattery  ......................................... 72

30 Cl) o f sa t is fa c to ry  
y stud ies ........... 72

(2 ) Ose o f Test 10CD (a r ith m etic ) to 
measure learn ing  a b i l i t y  and 
in te re s t  ...............................................  73

i
iv I

.:«
n



I TA3LH: 0? CONTENTS

2

3

i

5

6 

7 

3 

9

10

11

12

13

1*

15

16 

17 

13

19

20 

21 

22 

23 

U

25

26

27

28 | 

29 

201 

31

(3.) F a ilu re  to cocply w ith  the 
CSC's own procedures fo r  
se le c t in g  apprentice tests  . . .

b . Lack o f business necessity  to
support the ether components o f the 
apprentice se le c t io n  process ..........

CONCLUSION .....................................................................

22



I

■|,
i

1 TABLE 0? AUTHORITIES

2

3

4

5

CASES

Albemarle Paper Co. v . Mood7 , 
422 U.S. 4C5 (1975) .................

6

7

Arzstead v. S ta rk e v ille  Municipal 
Seoarate School List-.
325 F. Supp., 5=0 CO- M iss. 1=71)

3 B ridgeport C-uardians, In s . ,  v . Members o f
Bridgeoorc C iv i l  S erv ice  Commission,

9 432 ?.2d 1333 (2d C ir . 1S73) .......................

Page

2,3,4

3,43

10

11

12

13

U

15

16 

17 

13

19

20 

21 

22

23

24

25

Castro v. Beecher
459 ?.2d 725 Cist C ir . 1972) ................................  2,4

Chance v . Board o '  Examiners
F.2d 1167 (2d C ir . 1972) ......................................... 2,5

Douglas v . Hampton
512 F. 2d 976 (D .C . C ir . 1975) ............................... 2 ,4,42,43

F ire f ig h te rs  In s t itu te  fo r  R acia l E qu a lity  v .
C it 7  o f  S t. Lou is , 13 EFD 11, 476 ( 8 th C ir .
1977) ................................................................................ 4,27

Fowler v . Schwarrwalder,
351 F. Supp. 721 CD. Minn. , 1972) ....................... 3,4

Griggs v . Duke Power Co .,
401 U.S. 424 (1974) ...................................................  2 ,73

NAAC? v. Beecher
371 F. Sups. 507 ( I .  Mass. 1971)
a f f 'd  504 ?.2d 1017, c e rt , denied,
421 i/.S. 910 .................................................................  4

MISCELLANEOUS

Standards fo r  Educational 4 Psycho logica l Tests 
(Washington, D .C .: American Psycho logica l A s s ’r.,
Inc . 1974) ...........................................................................  '  - 3

25

27

23

29

30

31

32



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I .  IU T H O D C J C T IO N

T i ls  rather lengthy b r ie f  is  being submitted in  order to 

provide the court with a f u l l  explanation  concerning the back­

ground, evidence and contentions re levant to the three w ritten  

tests  invo lved  in  th is  case. The danger invo lved  in  such a long  

b r ie f  i s  that the court w i l l  simply re fu se  to read i t . On the 

other hand, a f u l l  and d e ta iled  explanation  nay be very h e lp fu l  

to the court. Without a system atic in troduction  to the is su es , 

the court nay have great d i f f ic u lt y  in  grasp ing the s ign ific an ce  

o f the complex s t a t i s t ic a l  and th eo re t ic a l evidence and argu­

ments that the p a rt ie s  are ce rta in  to submit. ?or th is  reason, 

p l a i n t i f f s '  counsel have decided to make a f u l l  statement in  

the hope Chat i t  w i l l  a id  the court.

P la in t i f f s  w ish to emphasize as stroc 

they a re  not seeking to en jo in  the fe d e ra l  

w ritten  employment t e s t s .  As the evidence 

do have serious adverse e f fe c t  and they ha^ 

th e re fo re , as p resen tly  used, they v io la te  the C iv i l  E ights Act 

o f 1964. The rem edies, however, need not invo lve  a t o ta l

:gly as p o ss ib le  t.

govern

w i l l show, the tes

*e nor been va lidac

p ro h ib it io n  against the use o f the t e s t s . What p la i ^ r t C Q a i /

is  the creation  ox" mechanisms which w i l l  insure that .  d^sr ”1 z a

the continued use of  the t e s t s , a su ff ic ie n t  .number 0 - n in o r ir is s

are h ired  to o f fs e t the adverse e ffe c t  o f the tests and e rad icars

wke . a m n t in s  e »_ects  o f oast test use. There are a va rie tv  

that th is  can be none. To c ite  only the most obvious 

example, defendants can be ordered to set aside a ce rta in  ce r-  

n-a^,e o. -he openings in  the a ffe c ted  Job categories  fd r  in -  

house promotions. Or, i f  other a lte rn a tiv e s  do not war'-", p'-«

C iv i l  Service Commission (h e re in a fte r  CSC) can be ordered to 

use "s e le c t iv e  c e r t i f ic a t io n "  —  i . e . ,  c e r t i f ic a t io n  c -” only

-.ority test scorers —  fo r  a lim ited  number o f openings,
32



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as has been done In S e a tt le , Washington. P la in t i f f s  want the 

court to be aware from the s ta rt  that they are ashing only fo r  

a narrowly and c a re fu lly  t a i lo re d  remedy that w i l l  e lim inate ths 

i l l e g a l  featu res o f the te s t in g  program without otherwise d is ­

lo catin g  or destroy ing that program.

I I .  STATEMENT 07 RELEVANT LEGAL PRINCIPLES

A. Burden o f P roof on the Issue o f V a l id i t y .

P la in t i f f s ,  in  T it le  VXI cases, have the i n i t i a l  burden c f  

proof on the issue c f  adverse e f fe c t  o f ’w ritten  te s ts , n .g . ,  

i r i s  Paner Co. v. Moody, 422 U.S. 405 (1S75).* At t r i a l ,Alb

p la in t i f f s  w i l l  demonstrate that the w ritten  te s t  components o f 

the P ro fe ss io n a l and A dm in istrative Career Examination (h e re in ­

a f t e r  PACE), the Federal Serv ice  Entrance Examination (h e re in -  

h fte r  PScuO , and the apprentice se le c t io n  system have

severe adverse e f fe c t ,  i . e . ,  th a t 'm in o rit ie s  (b lack s , E ispanics  

and F il ip in o s ) are d is q u a li f ie d  at a su b s tan t ia lly  higher rate  

than whites on the b a s is  o f th e ir  test sca res . M inorities con­

s is te n t ly  get lower scares than whites on these tests  and are 

therefore d isp rop o rtion a te ly  excluded from the jobs fa r  which 

these tests are used.

Once a f in d in g  is  made that employment tests  have adverse 

Impact, a burden passes to the users o f te s ts  tc e s tab lish  that 

the tests  are demonstrably job re la te d , i . e . ,  are p red ic tive  c f  

successfu l job performance. Albemarle Pacer Cc. v . Moody. '~ZZ 

C.S. 405 (1975); Griggs v. Duke Power Co. ,  401 C .S. 424 (1=74 ); 

Douglas v. Earn? tor., 512 7.2d 57= (D .C . C i r . 1575); Bridgeport

Guardians, Inc._______  v. Members c f  B ridgeport C iv i l  Service

Commission, 432 7.2d 1 2 5 3  (2d C ir. 1573); Castro v. Beecher,

 ̂= 5 •" • i t  1 2 z i -s c  C ir . 1 = 72 ); Chance v. Beard c f L.rers , =55

7.2d 11:7 (2d C ir. 1=72 5 ; Triced Scat* Jacksonville Terminal

Co., 4=1 ?.2d 415, (5th C ir . 1571), =erc. denied, 4C5 -j.e . o: £ ;

-2-



i

1

-* .-3? r>... ' ■•'2' : v . V - ' V - ' ' 1: • V'VT-r.~.. V : .
• ' "• . " r ' ‘ • •:? ' • . . ' • . - - *■

,«

i
1 Powler v . Schvartwalder. 351 ?. Sup?. 721 CD. M in-. 1 9 7 2 ) ;

2 Arastead v. S ta rk e v iile  Municipal Separate School D"st

: i - 3 ?. Supp. 5^0 (D. M iss. 1971), a i i *  d in  pari and r e v ’d in  ^ a r t ,

.r
4 461 ?.2d 276 C5th C ir . 1572).

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j .

5

6
3. Standards or. Z ssu* c '  v a '-,J -'*v

i 7 Standards ap p licab le  to the issue  c f v a lid ity  ~37 o» d °— v —’

- 3 fre e  a v a rie ty  o f sources. The so -c a lle d  Triform  Impioye-

9 Selection  Guidelines J o in t ly  promulgated Sy the Detartme"*- o '

■i 10 Ju stice , the Department o f la b o r  and the C iv i l  Service Con-
11 m ission are , o f course, re le v an t . Another very important set

1 12 ° -  su lde lir .e s  which are w idely  recognised w ith in  the psycho log ica l
13 3/

p ro fess ion  as the most au th o rita tiv e  are the A3A S tandards,-

I U which are incorporated  by reference at c r i t i c a l  p laces in  the CSC’ 5
If g u id e lin e s . A th ird  important set o f gu ide lin es are these t - c -

\ C/
1 16 3 7 -he iiO C . The .i~i.CC te s t in g  regu lation s have been

i 17 held by the C.S. Supreme Court in  Albemarle racer Co. v. Moody,

1 ia su tra , to be e n t it le d  to great weight and should be ss—'o u s ’ y
1 19 considered by th is court. ? in a lly ,  standards on the is s u -  0 '

VJ
20 can. be derived  ire n  Che runerous cases which have co r-
21 sidered  te s t in g  is su es .

vj
22 A complete exposition  o f the re levan t p r in c ip le s  on the
23 issue o f v a lid ity  w i l l  not be p o ss ib le  u n t i l defendants have

( -
24 presented th e ir  evidence and theories to the court. I t  is
25 i ? ossxb ls , however> Co po ire  our a iev  c£* the standards which
26! p la in t i f f s  expect to p lay  a ro le  in the case.
27 //

' 23 //
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(
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301 A/ 41 ?ed. Peg. 51734 (Nov. 23 , 1575).

V . ■ 31
g/_ -C ancans fo r  educational i Psychologica l Tests (Vash i.-rtor

32 American Psychologica l Ass 'r., In c ., 1574).

' £/ 29 Crr. Part 1 = 07.

-3-



1 Need f o r  t r o o e r  job  a n a ly s i s .

Before a te s t  ray be adm inistered, a thorough Job 

analysis  must be done to determine a l l  the elements which are 

part o f the job fo r  which the tes t  is  used as a se le c t io n  device. 

Albem arle, s u rra ; Ca s t r o , sur r a ;  ?cw ler, su rra ; NAACB v. Beecher, ! 

371 ?. Supp. 507 CD. Mass. 1971), a f f ' d_, 50U ?.2d 1017, c e r t , 

denied, 421 U.S. 910.

2. Omission o f c r i t ic a l  Job recu lrem ents.

Tests which do not tes t  an a p p lic a n t 's  a b i l i t y  to 

f u l f i l l  a l l  requirements o f the job are suspect, f i r e f ig h t e r s  

In s t itu te  fo r  Racia l E oua llty  v. City o f St. Louis, 13 BBC 11, 475 

(8th  C ir . 1977). The court in  f i r e f ig h te r s  found that the Job 

an a ly s is  done to determine the c r i t i c a l  duties o f the job in  

question  revea led  that supervisory  a b i l i t y  was a c r i t i c a l  a b i l i t y  

needed on the p a r t ic u la r  Job. The tes t  designers found that 

supervisory  a b i l i t y  was too d i f f i c u l t  to test and there fo re  did  

not tes t  th is  a b i l i t y .  The court found th is  fa i lu r e  to be a 

f a t a l  flaw  in  the t e s t .

3. I r r r a c r ia t y  c f construct v a lid a t io n  
as' sole va iicac lc r. s : r a : e r ~

Test adm in istrators nay not re ly  so le ly  on construct 

v a lid a t io n  to meet th e ir  burden s i  proving that th e ir  t e s t (s )  

pred ict su ccess fu l performance or. the Job. Douglas . s u r ra ; 

fo w le r , su rra .

A. Need to consider the
gn-.- 1.- - 2 - - i

e ffe c t  o f the tests  
ro u e s .

Both the ABA Standards and the HBOC 

that test users consider how th e ir  tests  

opportun ities o f ethnic m in o ritie s . The

regu la tion s requ ire  

a ffe c t  the employment 

BBOC regu la tion s require



1
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i that d i i i e r e n t ia l  v a l id i t y  stud ies, be undertaker,. The A?A

f  - 2 Standards repeated ly  req u ire  that race be taken into account

i ' 3 in  order to consider such issues as tes t  ia ir r .e s s , d i i ie r e n t ia l
. i - 4 v a l id it y ,  reduction  o i adverse inpact and existence o i le ss
i
- 1 5 onerous a lte rn a t iv e s .
. 1 6

5. Need to' insure that "te s t  v iser.ess" is
7 •not a reason Tor success on the te s t .

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In  Chance, su rra , the court wandered i i  d c ir r  aoorly  on

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on the exan in  question  meant poorer Job q u a ii i ic a t io n  or i i

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doing poorly was in d ic a t iv e  o i the iac t  that one does r.ot take

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tests  very w e l l .  "The a i i id a v it s  o i p l a i r . t i i i 's  hair, expert

!
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ce rta in ly  suggest that i a r . l i i a r i t y  with eso te ric  words, general

1 14 c u ltu ra l knowledge, expe rtise  ir. current events and i la w le ss

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English  grander n ight have Car le ss  to do w ith exce llen t Job

15
periorrar.ee as a sunerv isor than ether c u a lit ie s  net adequately

i 17 te s te d ."  Chance, su rra .

ia //

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i 20 //

'i 21 //

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I I I .  DISCUSSION OF TEE PACE, THE RSEE AND THE APPRENTICE TEST 
BATTERS.

A. Def ar.dar.:s ’ Use of the PACE W ritten Test V io lates  
the C iv i l  Rights Act c f  1 9 od.

I .  Background.

a- Vhat the PACE w ritten  tes t  m easures.

The w ritten  te s t  component c f  the P ro fe ss io n a l and 

Adm inistrative Career Examination (PACE) is  a cogn itive  a b i l i ­

t ie s  te s t . I t  is  e x p l ic i t ly  designed to measure the fo llow in g
y

f iv e  cogn itive  a b i l i t i e s :

A b i li ty  

1. Deduction

Induction

3• Judgment

D e fin it ion

The a b i l i t y  to reason from 
p r in c ip le s  to the im plication  
o f these p r in c ip le s  in  s p e c if ic  
s itu a t io n s . The a b i l i t y  to 
reason from given premises to 
th e ir  necessary conclusions.
The ’a b i l i t y  to think c le a r ly  
about the im plications o f given  
fa c t s .  This a b i l i t y  would be 
very important in  developing  
a system, p lan , or procedure.

The a b i l i t y  to generalime from 
sp e c if ic  data tc general fa s ts .  
The a b i l i t y  to examine sp ec if ic  
fac ts  and to a rr iv e  at an under­
standing o f th e ir  underlying  
r e la t io n s . This type of reason­
ing  includes the formation and 
tes tin g  o f  hypotheses. It  
would be important in  so lv ing  
problem s.

The a b i l i t y  to solve a presented  
problem when a l l  the facts  for  
so lu tion  necessary are net 
given . Solution  to the problem  
invo lves making some reasonable  
assumptions or an tic ip atin g  what 
the most lik e ly  o f severa l 
po ss ib le  occurrences might be. 
This is  the a b i l i t y  to make good 
decisions in  such circum stances. 
I t  is  important when decisions  
must be reached based on incom­
p le te  evidence.

1/ The d e fin it io n s  are taken verbatim  from p l a in t i f f s '  Exhibit 
!03 , "Tr.e P ro fe ss ion a l and Adm inistrative Career Examination: 
Research and Develccment” (C iv i l  Service Commission, A c r il  
- 3 . 11-12. Many o f the fao ts  stated in  th is  b r ie : were _ater in ­
corporated in the Statement of Tndisputed Facts. It  was too la t e ,  
however, tc rev ise  this b r ie f ,  so there is  now a large  amount of 
overlap in the two documents.

f



tiI

4. Number F a c i l i t y  in  m anipulating num­
bers in  any 'o r e . This a b i l i t y  
i s  important where numbers are 
u t i l iz e d .  They are e ith e r  c a l­
cu lated  or numerical, problems 
are so lved .

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5. Verbal
Comprehension

Knowledge o f ,  understanding o f ,  
and the a b i l i t y  to manipulate 
the English  language. E ffe c t iv e  
command o f  the English  language. 
This a b i l i t y  is  important when 
the duty requ ires use o f the 
English  language.

b . What the FACE w ritten  test is  used f o r .

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The'FACE w ritten  t e s t ,  which was f i r s t  used in 197-,

i s  the successor o f  the Federa l Serv ice  Entrance Examination

(FSEE). I t  i s  used to rank app lican ts fo r  Jobs w ith in  the en tire

universe o f  roughly 120 occupaticnai se r ie s  form erly covered by
2/

the FSuu. The Jobs are  considered to be "p ro fe s s io n a l, admin­

is t r a t iv e  and tech n ic a l"  and they invo lve  entry at the C-S-5 or 

GS-7 le v e l and f u l l  performance at le v e ls  o f  GS-9 or above. The 

universe o f occupations fo r  which FACE is  used is  extremely 

d ive rse . I l lu s t r a t iv e  occupations about which the court w i l l  

hear su b stan tia l testimony are customs in specto rs , personnel 

s t a f f in g  s p e c ia l i s t s ,  s o c ia l security  claims examiners, produc­

t io n  con tro l s p e c ia l i s t s ,  in te rn a l revenue o f f ic e r s  and qu a lity  

assurance s p e c ia l is t s .

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c . now the FACE w ritten  test is  assembled. 
acn in iscarsc  and scored .

The FACE w ritten  test is  normally adm inistered at 

roughly the same time throughout the nation . When th is occurs, 

the sane form c f  the t e s t ,  i . e . ,  the id e n t ic a l c o lle c t io n  c f  

questions, is  used wherever the test is  adm inistered. These

2/ T-.ver.ty-seven c f  these occupations are l i s t e d  in  p l a in t i f f s '  
Exhibit 203, ?. 7; the remaining occupations, in  P la in t i f f s '  
Exhibit 20t.

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1 IS ens are w ritten  by She Test S erv ices Section  o f t ie  Personnel 

Research and Development Censer (PP.DC) at She C iv i l  S erv ice  

Commission In  .W ashington, D .C. They are then sent to the CSC’ s 

Denver o f f i c e ,  where the a c tu a l te s t  fc m s  are  p repares . - In a l  

versions o f  the te s t  are  d is t r ib u te d  by the Denver o f f ic e  to 

regional, o f f ic e s  o f  the CSC throughout the nation  fo r  te s t  ad -

:ie n . A fte r  the ap p lican ts  have taken *-•  ^ *» cs t ,  the

score sheets are retu rned  to Washington, D.C. fo r  sc a rin g .

An inpartan t po in t fo r  the court to  note is  that a l l  

app lican ts fo r  entry le v e l  jo b s  w ith in  the 120 occupational 

se r ie s  covered by the PACE P .egister ru st  take the i :

tes t  re g a rd le ss  c f  the p a r t ic u la r  Job c r jo b s  in  which they are 

in te re s te d . S in i la r ly ,  the i t e r s  cn the w r it te n  tes t  are s e le c ­

ted on the b a s is  o f  the e n t ire  u n iverse  c f 12Q occupations 

rath e r than cn the b a s is  o f  the p a r t ic u la r  Job fo r  which an 

app lican t w i l l  u lt im ate ly  be s e le c ted . Moreover, the te s t  i t e r s  

are se le c ted  s o le ly  fo r  th e ir  supposed re levance to one o f  the 

f iv e  cogn itive  a b i l i t i e s ,  not cn the b a s is  c f  any d irec t  ob­

se rvation  o f  the a p p lic a n t 's  a c tu a l du ties c n ‘the job  f o r  which 

he is  u lt im ate ly  se le c ted . Imdeed, at the time the items are 

w ritte n , the CSC has no id e a  what s p e c if ic 'J o b  an app lican t  

w i l l  u lt im ate ly  be considered  fo r .

Zach app lican t is  giver, s in  d if fe r e n t  scores on the PACT 

w ritten  t e s t . These scores are derived  simply by givimg 

d i f fe r e n t  weights to the a p p lic a n t 's  subscores cn the components 

c f  the te s t  dea lin g  w ith  the f iv e  separate cogn it ive  a b i l i t i e s . 

The f i r s t  score Is  derived  by givim g equal weights to deduction , 

induction , Judgment and v e rb a l comprehension and only h a l f  as 

nuch weight tc number; the second sccre Is derived  by g iv in g  

equal weights to a l l  f iv e  c f  the cogn itive  a b i l i t i e s ;  e tc . The 

CSC seems tc be very proud c f  th is  w eighting system, but the 

court should be •..•arr.ei in  advance not tc p lace  much stcck in  i t

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fa r  at le a s t  tvo major rea so n s . F i r s t ,  a l l  but fou r o f  the 

roughly 120 occupations fo r  which- FACE Is  used are assigned to 

e ith e r  the f i r s t  or the second w eigh ting  p a tte rn ; the other fou r  

weighting patterns have o n l7  one occupation each. Second-, the 

CSC’ s own stud ies  show that the use c f  the w eigh ting  patterns  

does not Improve the p re d ic t iv e  power o f the t e s t .

d . How FACE scores are used to rank a sn llc a r .t s .

As a g en e ra l r u le ,  app lican ts are  p laced  on the

C S C s  FACE re g is te r  in  rani: order based so le ly  upon th e ir  scores

on the FACE w ritten  t e s t .  This means th a t , in  most cases , the

order in which app lican ts are  considered fo r  oter.lncs in  the

ta r re t  occutaticr.s is  based e n t ir e ly  on the le v e l  o f  s o r t i t iv e  ------------------------------------------------------------------------------------------------------------------------

a b i l i t y  demonstrated or. a s in g le  w ritten  t e s t . Other a b i l i t i e s  

which may be re levan t  to the Job are simply ignored .

When a federa l, agency determ ines that i t  w ishes to f i l l  an 

opening '0 7  ob ta in in g  ap p lican ts  iro n  the CSC FACE r e g i s t e r , i t  

sends a "request f o r  c e r t i f i c a t e "  to the app rop riate  lo c a l  CSC 

o f f ic e ,  d e s ign atin g  the occupationa l s e r ie s  in  which the opening 

e x is t s .  CSC s t a f f  them determine the w eighting  pattern  which

ap p lies  to that p a rt ic u l co; seuect ocse persons on

the FACE-F.egister 1 r in g  the lest score cn the appropriate

w eighting p a tte rn . These persons are l i s t e d ,  ir. rani: order  

according to th e ir  sco re s , cn a " c e r t i f i c a t e " ,  which is  sent 

to the agency. S e le c t io n  i s  name b7  the agency or. the b a s is  cf 

the P.ule c f  Three. The ap p lican ts  l i s t e d  cn the c e r t i f ic a t e  are

2 /  There are s e v e ra l excep tion s, 
graduated in  the tap 105 c f  h is c r her c o lle g e  c la ss  cr had a 
co lle ge  GFA o f 3-5 cr b e t t e r ,  he cr she rece ives  the "Outstanding  
Scholar" p re feren ce . In such cases , the in d iv id u a l has t r a d i ­
t io n a lly  rece ived  an autcnatic  103 r a t in g . There is  evidence 
that the ra t in g  o f  Outstanding Scholars is  new derived  by adding 
133 to the re levan t FACE te s t  score and d iv id in g  by two.

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n o t if ie d  to appear fo r  ar. In te rv iew . The f i r s t  se le c t io n  Is  rads  

f r o r  the three persons who have the h ighest score among those who 

respond. The second s e le c t io n  Is  rade f r c r  the three re g a i ning  

persons who have the h igh est sco re . And so on, u n t i l  a l l  open­

ings are f i l l e d .

2. The PACT w r it ten  te s t  has a d ra s t ic  adverse
pact on ethnic n in o r lt le s  ocr.er soar .Asians.

a . R esu lts o f the race -c sd ed _a d r ln ls t r a t lo n  
' c f  PACE In t.-.e Ear. Francis co area lr. 

e a r lv  1977.

The court w i l l  r e c a l l  that the CSC re lu c ta n t ly

agreed to request PACT ap p lican ts  In  the San Pranc'lsoo area

to provide ethn ic id e n t i f ic a t io n  when the te s t  was, given e a r ly

th is  yea r. As expected , the r e s u lt s  show that the hlaolc and

Hispanic ethnic groups are  e s s e n t ia l ly  shut cut fro n  any chance

to ob ta in  fe d e ra l e re loT ren t In  the ta rge t  Jobs as a r e s u lt  o fV
the use o f  the PACT w r it ten  t e s t .  The ex tren e ly  severe ad-

• 1 /
verse  i r r a o t  o f  the te s t  can be shewn In  a v a r ie ty  o f  ways.

F i r s t ,  the court shou ld consider the ethnic c c rp o s it io n  o f  

the app lican ts  who achieved scores o f 50 or h igher on the- t e s t .  

Given the ex tren e ly  h igh  number o f persons who apply fo r  the 

PACT P .egister and the U n i t e d  number o f openings, i t  i s  n c m a lly  

necessary fo r  an Ind iv idua l, to score at le a s t  50 in  order to 

obta in  a 'high enough p lace  on the r e g is t e r  so that he or she 

w i l l  a c tu a lly  be r e fe r re d  to an employing agency fo r  an In te rv ie s .  

Thus 90 car. be viewed as a de_ facto  c u t -o f f  score fo r  PATH 

ap p lican ts .

When the San Pranoisco data  are examined, i t  heccres

V  P la in t i f f s '  E xh ib it  212 is  a oenputer p rintout which sets  
fo rth  the re s u lts  o f  the study.

5/ A l l  data presented lr. th is  section  are derived  fron  scores 
cased cr. the f i r s t  w e igh ting  form ula, la t a  based cr. the other 
w eighting formulas w i l l  be presented ao t r i a l .  The pattern  is  
e s s e n t ia l ly  the sane fo r  a l l  s ix  form ulas.

-1 C -



PACE
2

3

i

5

6 

7 

3 

9

10

11

12

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U

15

16 

17 

13

19

20 

21 

22 

23 

2 4!

25

26

27

28

29

30

31

32

1 apparent that the PACT w r it te n  te s t  p laces e s s e n t ia l ly  the en­

t i r e  blaoh and H ispanic ap p lican t pee l out o f coaten tien . Out 

e l  cne hundred r.ln tv -dour C19'1 ) persons whs e tta in sd  scenes a i  

90 or h igher, only cr.e (11 was b lack  and none ( 0) was e ith e r  

Hisaar.ic a r F i l ip in o !

2ab le  1. Ethnic D is t r ib u t io n  od A pp lica  
With PACE Scores of 90 or Hirh er CSF Study)

Ethnic Grout
T o ta l Who T o ta l Who OStait 
Too!c Test Scares o f 90 or

White S33 172 (2 5 /2 3 )

31acic 93 1 C l . IS )

H ispanic 42 o (a.os.)

F il ip in o 46 o (a .o s )

T o ta l 1019 194 CIS.OS)
1 VC

,• analyses od data  coteenting the r.unher od

dot-ra lly  dec la red  to be in e l i g i b le  dor the

sen!leant;

-c. r e g is t e r  as a

r e s u lt  od th e ir  w r itten  te s t  scores shows e x t r e r e l 7  severe ad -

:a c t . It i s  u rd isou ted  that an apu lican t ru st  obta in

at lean t a 70 on the w r it te n  te s t  

the r e g is t e r .  Persons sco rin g  below 70 arc excluded d re r  the 

PACE R eg iste r and cannot even be considered dor eroioyttent in  

the ta rge t jo b s . The San Francisco  data show that tw o -th ird s  

cd the white app lican ts  achieved scores cd 70 or b e tte r  and ar' 

theredore e l i g i b l e .  Tn co n tra s t , roughly one-tenth  od the t l a  

ap p lican ts , o n e -th ird  od the H ispanic app lican ts  and cne- 

didteer.tr. cd the F i l ip in o  ap p lican ts  a tta in ed  scenes o f 73 or 

b e tte r . In  other words, n ear ' » — o  -



1 cognitive abilities test The following tables illustrate .ese

4 Table 2. Zthai c D is tr ib u t io n o f A c c li cants With
PACT Scores o f 70 or Higher (37 Study)

5

6
Ethnic C-rsut

T o ta l Who 
Took Test

T ota l W 
Scares

ho Obtained
^^ ir-»

7

3 White S33 460 (67 .35 )

9 31a ale S3 11 (11 .35 )

10 E isn a ric 42 14 (33-35 )

11 F il ip in o 46 3 ( Sr 55)

12 T o ta l 1019 55S (54 .95 )

13

U

15

16 

17 

13 

15 

20 

21 

22 

23 

2*
25

26 

27 

23

29

30

31

32

re su lts  In  graphic ra re .

Table 3- Percentage o f Applicants Declared  
I n e l i g i b le  as a Result a f  the PACT 
W ritten  Test ( S~ Stud7) __________

i t ; Lc Grout

White

Black

H ispanic

F il ip in o

Percent In e l ig ib le

33-75 

- 83.25 

S o .75 

S3.55

ie fa llo w in g  tab le  shews, in  a serewhat n:

scare ranges.

/ /

/ /

/ /

/ /

/ /

: t a i le d  e a rn e r ,



1

2

3

4

5

6

7

8 

9

10

11

12

13

14

15

16

17

18

19

20 

21 

22

23

24

25

26 

27 

23

29

30

31

32

Table ft. Percen.ra.gs o f  A to lic an ts  Earing  Sco 
In  Ranges 90-100, 30-39 , 70-79 , o0- 
50-59 ar-d U j-ao  ( s ?  5 tu r~ )_____________

Score Percent
Range White Black H istar.io f  i  •  4

90-100 25-25 1.12 02 02

80-39 20.35 4.32 14.32 2.32

70-79 21.55 5.52 19-02 4.72

60-59 1 7 .U 8.62 21. 42 5.32

50-59 9.12 16.12 16.72 20.92

40-49 5.32 63.42 27-92 70.02

' T V ' * —  A  3  — 3 7 average a  r* ̂  ^

groups provides another iv e  cn the adverse

PACE w ritten  t e s t .  Among the San T ra rc lsco  a p p lic a n ts , the 

average scare  f o r  w h ites was 75.5 ; Cor b la c k s , 50.3 ; f

E ispan ios, 61.6 ; f o r  F i l ip in o s ,  48.5

Table 5. Average Scores on the PACE W ritten  .Test 
by Race (SF S tu dy ).__________________________

Ethnic Grout 

White 

Black

F il ip in o

Avertre  Score

75.5  

50.3 

6 l.o

48.5

Umber

=95

94

43

46

0\
 • |

vXi
 (»



1 Table 6. Ethnic C c rp cs iticn  o f Top 100 and
Batten  100 Scorers an the PACE

2 W ritten  Test (37 Study)

3

X Ethnic Grout Tco 100 B atte r  100

5

i 31aek 0 31
7 H ispanic 0 c
3 ?4 M ; i t s  o 17
9 A l l  Others 100 46

10

11
b . The adverse in ta c t  o f the ?ACE w ritten

te s t  w i l l  he c c rrccc ra tec  c7 erccerc Tsstlr.cn

12

13 

IX

15

16 

17 

13 

19 

30 

21 

22 

23 

21

25

26 

27 

23

29

30

31

32

/•->

There Is  a r a s s iv e  body aS p sy ch o lo g ica l l i t e r a t u r e  

which ccndim s that renders cdT r i r c r i t y  ethnic groups i i c r e , 

on t ie  average , s u b s ta n t ia l ly  le v e r  than whites on - ? - . j  hinds 

s i  w r itten  t e s t s ,  in c lu d in g  n otab ly  cogn it ive  a b i l i t y  t e s t s .

?—ti t t i i i s ' expert w itnesses w i l l  t e s t i ly  that the PACT w ritten  

te s t  is  p re c is e ly  the hind c l  te s t  that is  known to have adverse  

in p act. This tasc ircr.y  w i l l  be based not only cr. the genera l 

l i t e r a tu r e  but a lso  cn the p s r ic r ra rc e  o f  d i f fe r e n t  ethnic  

groups on ccnparable cogn it iv e  a b i l i t y  te s ts  such as the P3ZZ, 

the Graduate P.eccrd E x a r ir a t ic n , e tc .

c. Admissions c f  CSC pe rson n e l.

Although CSC o f f i c i a l s  have heer. ro s t  re lu c tan t  

to acknowledge the ex istence  c f  the body c l  l i t e r a tu r e  e s ta b lis h  

I t g  that n in c r ity  et.tnic groups to not score as w e ll as whites 

cn cogn itive  a b i l i t y  t e s t s ,  even they have had tc sd r it  th is  

- a c t . Therefore i t  w i l l  be p c s s ib le  tc introduce at le a s t  sene 

deposition  cesoir.c.-.y con ta in ing  admissions s '  CSC c i f i c i a l s  cr. 

the issue c l adverse in ta c t .

/ /
_1 a -



"•~y-r«-. ■ ' • y.'-.
r ;v ' * J . v  •v 0 ;• • • 4. - r-.v‘ i..; { * . ■ "7■■ -

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27 

2S 

29 

301
31

32

3. Defendants cajr.-cz carry  th e ir  burden to show 
that PACT tes t  Is c c -r e ia r e d .

a . Background: the CSC’ s e f fo r t s  
Che PACT w r it te n  t e s t .

:c v a lid a te

■ The court should be aware frcn  Che oucsec ..cf dels  

case ChaC Che CSC w i l l  p resen t a r ig o ro u s  defense based cn Che 

conCenCicn ChaC 1C has v a lid a te d  Che ?ACl w r it ten  t e s t .  th is  

contention w i l l  be based on s u b s ta n t ia l ansunts o f dccuner.tary 

gnrf o r a l testimony^. Moreover, Che evidence w i l l  inc lude sene 

ra th e r conplex s t a t i s t i c a l  data  as w e ll  as sene d i f f i c u l t  

evidence in  the f i e l d  c f  t e s t in g  theory . In  sp ite  o f the conplex— 

i t y  o f  the n a t e r ia l  and the la rg e  ansunts o f  neney and energy  

that the CSC has thrown at the is s u e , p l a in t i f f s  are con fident  

that the court w i l l  be ab le  to penetrate  the screen  and see 

that the claim  o f  v a l i d i t y  i s  not. sound.

In  o rder to develop a s o l id  foundation  fo r  eva lu atin g  the 

v a l id i t y  is s u e , the court needs to have an understanding o f how 

the PACT w ritten  te s t  was developed and what the CSC claim s to 

have dons to e s ta b l is h  i t s  v a l id i t y .  The purpose o f the next 

few paragraphs Is  to p rov ide  an in tro d u o to ry 'e xp lan a t io n  on both 

these o c in t s .
1 /

The develctr.er.t c f the PACT 'w ritten  t e s t . In  la t e  1572, 

a d ec is ion  wan made to develop a te s t  to  supersede the .

The task  was assigned  to the P.esearch Section  c f  the CSC’ s 

Personnel P.esearch and Tevelcprsr.c Ca:

D.C. Serious work began in  January : 

ca rr ie d  out n a in ly  by Marvin T rattner  

head o f the Pesearc:

c la s s i f ic a t io n  standards fa r  27 o f the roughly 12C

Richard MeMill 

reviewed t.

.ter CPPIC) in  Mas hi:

.373 • The f i r s t  ste;

under the su p e rv is i

. S ection . Tr. T rat

fo r  27 c f the rough

:s were

5/ General d e sc rip tion s  o f the test develtrner.t troo
: i f : s '  ux;fs r th  in olaJ 

o f .Richard K. Me M il l i p  ,
: i t s  222 and 2 0 3  
ur.e 23, 157c.

ess are sa: 
the deposition

15-



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3 

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23 

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occupations to be covered by the proposed te s t  ar.d, cn the b a s is  

o f th is  rev iew  and a rev iew  o f  gen era l p sy ch o lo g ic a l l i t e r a t u r e ,  

developed (1 ) a l i s t  o f  du tie s  included in  each c f  the 27 occupa­

tions and (2 ) a l i s t  o f  31 knowledges, s h i l l s , a b i l i t i e s  and
y

other a tt r ib u te s  (IS A O 's  ) which he b e lie v ed  to be irp crtan o

fo r  perfom ar.se  c f  jo b s  in  the 27 occupations. IZ '- i l su b ject
3/

n atte r  experts (S M I's  ) f r s n  the 27 occupations rated  the 

importance o f  the du ties  and ISAO 's fo r  o v e r a l l  Job perfsm ance  

w ith in  th e ir  p a r t ic u la r  occupations.

At th is  po in t —  in  the la t e  sp rin g  cr s u n ; :  o f 1=73 —

Dr. T ractner ar.d Dr. K c S i l l ip  reached the nutual conclusion  that 

the ?ACl w ritten  te s t  should cover s in  cogn it ive  a n i l i t i e s : the 

f iv e  which u lt in a t e ly  were chosen (deduction , in d u c t io n , ju d g ­

ment, number and v e rb a l comprehension)and one which was la t e r  

dropped (nem cry). I t  i s  im portant fo r  the court to note that 

th is  conclusion  was reached be fo re  the s t a t i s t i c a l  data regard ing  

t - *  ea tin gs c f  the. SM I's were a v a i la b le .  There was then a 

hiatus c f  se v e ra l months during  which Dr. T rattner was i l l  and 

D an ie l Certs werkad up the s t a t i s t i c a l  data  cr. the SMI r a t in g s .

The next step in  the development c f  the te s t  occurred ,

C—so in  13 > when s_x t sy c n c le g is ts  were asked to ra te

the importance c f  the s ix  cogn it iv e  a b i l i t i e s  fe r  performance 

o f  each duty inc luded  in  Dr. T r a t m e r ’ s duty I t s  

the 27 occupations. I t  is  inpertan

the psycho log ists  were net asked to ra te  the inpcrtar.ee c f  the 

c*u~~ss wnich the SM I's f e l t  were nest in p e rtan t . In stead  the

eat of

7/ The CSC us 
the 31 knowledges, s k i l  
31 15AC's are v 
o f ?ACI, sc i t  
o f th is  ooir.t r

the a b b re v ia t itn "ISAO" to
s k i l l s ,  a b i l i t i e s s >2, ether
in p ertan t in  the d iscu ssion  o f the

worthwhile fo r  the court to take sp

3/ SMI is  another a b b re v ia t io n  that w i l l  be used fre q u en tly .

- 15-

it
 M



!

1 stamina, a ls r t r .e s s , in t e g r it y  and perseversnce j r *  a function  o f

2 inductive  a b i l i t y  is  p reposte rou s , but the CSC vas w i l l in g  to

3 make the c la in  in  order to g ive  the appearance that the fa c to rs

4 ratched the f iv e  con stru c ts .

5 S in i la r ly ,  the CSC has cade a tremendous ancunt o f  noise

4 about i t s  s ix  w eighting p a tte rn s . This is  presumably designed

7 to g ive the in p rs ss ian  that the PACT is  su p e r io r  to the PSPP

3 in  that i t  i s  ncrs s p e c i f i c a l ly  adapted fc r  use in  s e le c t in g

9 app lican ts f a r  p a r t ic u la r  ,1cbs. Y et, when the v e irh t ir .r  sv s te -

10 is  examined c lo s e ly , i t  becomes apparent that i t  i s  la r g e ly  a

11 smokescreen. Par e x = -c ie , w ith  a l l  i t s  emphasis cn the d i f f e — - t

12 weighting p a tte rn s , the CSC g ives l i t t l e  notice  that fou r o f  the

13 w eighting patterns apply cn ly  to a s in g le  occupation each and that

U aTl  c f  the rem aining 115 c r  so occupations f a i l  w ith in  two

15 w eighting pattern s whose on ly  d if fe re n c e  is  in  the weight given

16 to the "number" a b i l i t y .  Pven more to the p o in t , the CSC has

17 made no e f fo r t  to point out to the cou rt , the p u b lic  c r i t s

13 users that i t s  own stud ies  show that use c f  w eigh ting  patterns

19 does not improve the p re d ic t iv e  power o f  the t e s t . This t y p i f ie s

' 20 the CSC's w illin g n e ss  to use fancy wrappings tc conceal the fa c t

21 ■***“■” ----  - «C_ _s rea^._y Jus- a jau t  tne same as the PSmo, a s in g le

22 cogn itive , a b i l i t i e s  tes t  which, f a r  beyond any reasonable  claim

23 v a l id i t y ,  is  being asked to do se rv ice  in  rough ly  120 h igh ly

24 d iverse  occupations.

25 //

25 / /

27 / /

23 / /

29 / /

30 / /

31 / /

32 / /

1!Jt1{111

01

i11!i1



iII

<

JJ

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J

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1 SKI ra t in gs  were ignored , and tbs psycho log ists  were asked to

2 rate  only tbs Importance o f  tbs  s ix  a b i l i t i e s  se lec ted  by Dr.

3 Trattner and Dr. M c Z i l i i p .

4 The next step In the development o f  the PACE w r it ten  tes t

5 Involved the s t a t i s t i c a l  combination o f  (1 ) the SKE ra t in g s  r e -

4 gard lng the importance o f  du t ies  f o r  job performance ?-d ( 2 ) the

7 p sy c h o lo g is ts '  ra t in g s  rega rd ing  the importance o f the s ix

3 2J3i 1 4 t i s s  f c r  du-y —a—*ra*-— 3 . ,yu,4s c^a— stt4 -i-*

9 bas is  fo r  developing the s ix  PACE weighting pa t te rn s ,  i . e . ,  the

10 formulas f o r  determining hew much weight an a p p l ic a n t 's  score

1 1 an the sub te s t  d ea l in g  with a p a r t ic u la r  cogn it ive  a b i l i t y  should

12 be given with regard  to a p a r t i c u la r  occupation.

13 During la t e  1573, a PACE tank fo rce  was se lec ted  composed

U o f  employees o f  the C S C s  Personnel P.esearch and Develcnment

15 Center. In  December 1573, th is  group, made a f in d in g  that the

14 PACE w r it ten  t e s t  had been v a l id a ted  and proposed that i t  be

17 adopted as a replacement f o r  PSEE. At roughly  the same time,

13 the group formulated a s e r ie s  o f  model questions designed to tes t

19 the f iv e  cogn it ive  a b i l i t i e s .  E h is , according to Dr. K c E i l l i p ,

20 constituted  the end o f  phase 1  in  the development and v a l id a t io n

2 1 o f  PACE.

2 2 T h erea fte r ,  during 1574, the CSC made i t s  f i n a l  dec is ion

23 to implement the PACE w r it ten  t e s t .  The model item tyres de -

74 veloped by the PACE task  fo rce  were d e l iv e red  to the l e s t  Services

25 Section o f  the Personnel* P.esearch and Develcnment Center so that
26 actua l tes t  questions could be w r it ten .  The te s t  package ’was
27 assembled and, in  the f a i l  o f  1574, the PACE w r it ten  tes t  was

22 administered fo r  the f i r s t  time.

29 The CSC's claim re ta rd in g  the var '  --- -•-» e ; * r  ___

30 tes t .  The CSC bases i t s  contention that 3 iC~ • «t

31 ( 1 ) the argument that the fo rego in g  test development trccass
32 i t s e l f  comprised a .'’ construct v a l id a t io n "  o f  the test  and

-17 -



• ; T- - ■ •- -r
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J~\

( 2 ) the r e s u l t s  o f  four " c r i t e r i o n - r e l a t e d  v a l i d i t y  s tu d ie s ” 

ca rr ied  out subsequently . I t  i s  nov necessary to descr ibe  the 

c r i t e r io n - r e la t e d  v a l i d i t y  stud ies  b r i e f l y .

During the 197^-1377 per iod  the CSC has ca rr ied  out con­

current c r i t e r i o n - r e la t e d  v a l i d i t y  stud ies with regard  to four  

jo b s :  ( 1 ) s o c ia l  insurance claims examiners (Bureau o f Retire ­

ment and Survivors Insurance, S oc ia l  Security  A d m in is t ra t io n ) ,

(2 ) s o c ia l  insurance claims examiner t ra in ees  (Bureau o f  D is ­

a b i l i t y  Insurance, S o c ia l  S ecurity  A d m in is t ra t io n ) , ( 9 ) customs
2 /

inspectors and (i4) in t e rn a l  revenue o f f i c e r s .  I t  Is  und is ­

puted that no other c r i t e r i o n - r e l a t e d  v a l i d i t y  stud ies  have been 

undertaken with regard  to the ?ACB w r it ten  t e s t .

In  each case, the ?ACI w r it ten  te s t  was administered to 

current government employees and the scares compared to the 

scores o f  the same employees on c e r ta in  " c r i t e r i o n  instrum ents” 

designed to measure job performance. The r e s u l t s  were then sub­

jec ted  to s t a t i s t i c a l  a n a ly s i s ,  and the CSC determined the degree 

d f  c o r re la t io n  between performance on the PACE w r it ten  te s t  and

. the c r i t e r ion Ins ttmnen.ts. In  the case o f  customs

s ig n i f ic a n t ccr■relation wa.s Zound between c a r -

e PACE w r it ten best and e ith e r  supervisory  ra t ing s

rank-' - g s . Zn a l l  other cases, p o s it iv e  co r -

*~=—— *—-ns were fount, oe.ween PACE scores and scores cn the 

c r i t e r io n  instruments.

Absence o f evidence d e m o n s t - i : i - r  
c r i t e r i c n - r e l a t e c  v a - i d l t v  of t T T T T * -  
w ritten  tes t  .-----:ooutations at SA-5-MAEP.

(1 )  Ana lys is  o f  evidence cor, terming 
c r i t e r i o n - r e la t e d  va lid ity*.

I .  Absence rf studies o f ‘ cos at MAS.

A f a t a l  f law  in the CSC’ s claim that the PACE

;e four occupations?/ The court should note that none o f these 
is  represented in  the work fo rce  at MAS-.'iAn?.

-IS -



r-‘&-
C/Wd: V

1
J- v-Tit-en. Case is  va l id i 3 th.e ut ter absence c>f any cri.terior.-

2 lj re la ted  va l id i t y  studi.££ CCr.cernir.g jobs ir. the worn :'cr:=  a:
3 ■ MAS or MATT. I t  is ur.,dispu ted 'that the CSC has ccndu cted or.lv

,\ -our c r i ~ e r i 3 n - r e l 2.“ ed
j

v a l i d lt  y stud ies . As rent!one d before ,
5;

I• these studies concern ( 1 ) s ocia:1 secur ity  cl a i~s  ena- Jrs rs
6 j (Bureau o f  P.et iren en t ) , ( 2 ) socb.a l  secur ity C l=<-s SJ.arir.er
7 •■ tra inees (Bur e-u o f  Di sac 1 1 .- - 7 ) ; i ( 2 ) ousters ir.spectc rs and
3 ] (4 ) in te rn a l  :revenue c f f ic e : r s . There is not a s ing le r = : r t i
9 j dative o f  any o f  these four job c l a s s i l l c a r i ens in the werhforte

10

11

12

13

14

15

16 

17 

12

19

20 

21 

22

23

24

25

26 

27

2 3;
29

20

2’:

22 j

s.z MAS or MAR?. There are a v a r ie ty  o f  d i f f e r e n t  ; c : u : = ; ' : - -  

ir. the MAS-MART -.-/crahrce that are w ith in  the universe of =

ricr-s Tor which PACT is  u sed ,—  but r.cr.e o f  these occupations 

has beer, the sub ject  o f  a c r i t e r io n - r e la t e d  v a l i d i t y  studv.

“  f a c t ,  i t  i s  undisputed that, apart fron  the four studiej 

described  above, no c r i t e r i o n - r e la t e d  v a l id i t y  studies of th- 

PACT w ritten  tes t  have gotten o f f  the ground. According to the 

nest recent testincr.y o f  CSC o f f i c i a l s ,  a study focusing on con- 

outer s p e c ia l i s t s  was tab led  short ly  a f t e r  i t  was begun, ar.d no 

ooner studies have even begun.

- 2-— ”- ------ s seuieve tr.ao the cc rp le te  absence o f c r i t e r io n -

re la ted  v a l i d i t y  stud ies  showing that the PACT w ritten  test  

ac tu a lly  pred icts  perfernsnoe on the jobs fo r  which i t  is  used 

at MAS i s  f a t a l  to de fendants ’ case.

—  * - - " - - " l e  i f  rer.era l l t l n r  f r e r  the
:cu r  s t u p l e s . ------------------------

—te fa c t  m at  c r i t e r io n - r e la t e d  v a l i d i t y  studies ; 

been ^d e r tah en  fo r  other jobs does not provide a som e basis  

v ! u_r.g t.tat t.-.e PACT w ritten  tes t  is v a l id  fo r  jobs at 

-'•A- =-' Toth the APA standards and the CSC i t s e l f  recogn:

1 1 /  2 ee P l a i n t i f f s ’ In h ib i t  2 Co.



1

2

3

i

5

6 

7 

3 

9

IQ

11

12

13

U

15

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17

13

19

20 

21 

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23 

2-t 

25 

25 

27 

23 

29 

30;

31

32

that g e n e ra l iz in g  from c r i t e r i o n - r e l a t e d  v a l i d i t y  s tad ias  is  

extremely dar.gercus and h igh ly  suspect. Hare are s e v e ra l  r e l ;  

vant p rcv is iar .s  from the AHA standards cm th is  i s su e :

Where v a l i d i t y  stud ies  have been, 
confined tc a U n i t e d  range o f  s i tu a ­
t io n s ,  the manual should r e r i r d  the 
reader  o f  the r i sk s  invo lved  In  
gen e ra l in in g  to ctner types o f  s i tu a — 
.cions. sec t ion  Z 5 - 2 , 0 . 3 6  (Hnphasis added . )

V a l i d i t y  c o e f f i c ie n t s  are s p e c i f ic  to 
the s i tu a t io n s  ir. which they are  ob­
ta ined . Section  H3-2.1.

I f  the te s t  u se r  wishes to claim that  
the v a l i d i t y  g en e ra l ise s  beyond the 
evidence f o r  the kinds c f  s i tu a t io n s  •

s p o n s ib i l i t y  to demonstrate i t .  
Section  E2.2 (comment), p-33-

In  a December 1973 memorandum in  which CSC s t a f f  made the 

proposa l to su b s t itu te  HACH f a r  PSHH, the same p r in c ip le  was 

sta ted  tw ice:

The new te s t  i s  not to be used as a 
catena!.! s e le c t io n  procedure f a r  
occupations f e r  which there  i s  in ­
s u f f i c i e n t  documentation c f  Job .re— 
la ted re s s  and v a l i d i t y .  P l a i n t i f f s '  
E xh ib it  2G2, p -3 -  T

P in a l  dec is ions  rega rd ing  the us=e c f  
the te s t  f e r  any o f  these ether jobs  
[ i - e . ,  Jobs ether than the 27 included  
in  the i n i t i a l  job a n a ly s i s ]  must be 
made on the b a s is  o f  the j c b - r e l a t e d -

vaJLidity o f  the te s t  fo r
s e le c t io n  fo r  each Jcb. jv, r  • -

Even more tc the point i s  the fo l lo w in g  statement which 

was made by the lead ing  th e o r is t s  in  the PACE development in  

attempt to support a construct v a l id a t io n  s t ra te gy .  The stat  

nenr c le a r ly  a r t ic u la t e s  the case against  g en e ra l iz in g  cn the 

oasis o f  c r i t e r i o n - r e la t e d  v a l i d i t y  s tu d ie s .

The case 
was more

: r i t e r i s n - r e : ! *“ a <** ‘/a " ■* f* J *- •
■ ----- * ------------—  -  J

- 2 0-



ny
f

• ' ' . V.

2

3

4

5

6 

■ 7

3

9

10

11

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13

14

15

16

17

18

19

20 

21 

22

23

24

25

26 

27 

23

29

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31

32

1 accepted as the so le  s tra tegy  e i th e r ,  
f o r  tvo r e a so n s . The f i r s t  I s  the 
technical, I n f e a s i b i l i t y  c f  c o l l e c t in g  
enough Jos incumbents together to p e r ­
form s a - - l s fa c to ry  s t a t i s t i c a l  s tu d ie s .
The occupations to he -covered are h i r e r s e . 
For nose, onere are r e l a t i v e ly  few in ­
cumbents; these workers are o ften  scatte red  
anong nar.y geograph ica l areas and Federa l  
i n s t a l l a t i o n s . Cccucaciors with career  
nunhers c f  incuncer.cs mirnc cr mirnt esc 
emphasise she sar.e curies  depending upon the 
requirements c f  or.ear enploying agencies .
The second r e a so n , nnch none c r i t i c a l , 
i s  chao th is  v a l id a t ic n  strategy  .-.as 
l i a i s e d  r a n e r a i i z s s l l i s v .  . . . iS juch

• would sav l i c c l e  i fso
m

T ____

anythin:: accu: o r .e orccer  use cr
w r it ten  res: occupations where c r io e r lc n
re la t e d  stud ies  were not f e a s ib le
F l a ln s i f l ^ d = i i  20 3, ?■ (£nphasl5 le d . )

Fin a l l y , CSC o f f i c i a l s  have admitted that they have no 

evidence to support an argument that the fou r  c r i t e r i o n - r e la t e d  

v a l i d i t y  s tud ies  can he g e n e ra l i s ed  to other occupations w ithin  

the universe covered by the ?AC3. The fo l lo w in g  testimony fron  

the depos it ion  c f  Carrie! 3. C erts ,  June 23, 1977, p . 36, is  

i l l u s t r a t i v e :

Does the Cc Lssion generate any
in form ation  regard ing  the g e n e r a l i -  
t a b l l i t y  or lack c f  g e n e r a l i z a h i l i t y  
o f  i t s  c r i t e r i o n - r e l a t e d  v a l i d i t y  
stud ies  to ether occupations severed  
b7  Che FACT w r it ten  test?

A. No.

Cf. Deposition  c f  Marvin T ra t tn e r ,  June 23, 1577, pp . 51-32;

Deposition o f  Bryan S .O ’ Deary, June 27, 1=77, ??. 50-51.

i l l .  Weaknesses c f  the CSC'; c r i t e r io n -  
r e la te d  v a l i d i t y  s tud ies .

L n t i f f s  - .f i l l  ask the court , ir  

persuasiver.ess a f  the CSC's  fou r  c r i t e r i o n - r e la t e d  va; * A * — —

stud ies ,  to consider a number of weaknesses which detract  f r :

tae force cl 

s tu d ied .

gs ever, with regard  tt  the Jobs d i r e c t ly

21-



I

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1
I

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]
i

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2

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6 

7 

3 

9

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l i

17

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19

20 

21 

22

23

2 4

25

2 6

27

28

29

30 i 

311 

32

F i r s t ,  the court should be aware o f  the danger Involved  

In r e ly in g  too heav ily  on a s in g le  c r i t e r i o n - r e la t e d  v a l i d i t y  

study to demonstrate the v a l i d i t y  o f  a tes t  even fo r  the p a r t i ­

cu lar  Job invo lved  in  the study. l r r .e s t P r in o f f  has given  

the fa l lo w in g  v iv id  statement about the u n r e l i a b i l i t y  o f  

c o r re la t io n  c o e f f i c ie n t s  ( r ' s )  generated during c r i t e r io n - r e la t e d  

v a l id i t y  s tud ies :

Tou w i l l  see why they c a l l  them 
[ v a l i d i t y  c o e f f i c i e n t s ]  the bounc­
ing  r 1s because they bounce. One
time you do a study i t  wi.
the next time 2 0 , but i f  ;
a lo t  o f  them the average
be meaningful. Decositio:
Ernest r r i r o i i , June 30,

Second, the c r i t e r i o n  measures used by the CSC in  i t s  

stud ies are su b jec t  to c r i t ic i s m .  The nest  obvious example is  

the f a s t  that w r it ten  t e s t s ( e i t h e r  Job information  

t ra in in g  t e s t s )  were used as measures o f  Job perfet  

four c f  the s tu d ie s .  . The danger invo lved  1  

obvious. Persons who do w e l l  on w r it ten  te s ts  g ene ra l ly  w i l l

form ation  tes ts c r

« r n performance on a l

A th is  troesd. •ore is

:end to scor V. A —Uh on both PACT and, fo r  example, a w ritten

Job information t e s t .  Persons who do pcc r ly  on w r it ten  tes ts  

w i l l  tend to score low an both t e s t s .  As a r e s u l t ,  the c o r re la ­

t ion  c o e f f i c ie n t  i s  l i k e l y  to be in f l a t e d  in  a way that r e f l e c t s  

test-ta ic ing  a b i l i t y  ra th e r  than simply a b i l i t y  to perform the Job. 

S im i la r ly ,  superv iso ry  r a t in g s  and rankings —  which the CSC 

admits are so c lo s e ly  r e la t e d  as to comprise only one r e a l  p e r -

- j n .  -ed to oe

dubious c r i t e r io n  measure. F i n a l l y , when Job samples are  used 

as c r i t e r io n  instruments, g reat  care must be taken to insure  

that the sample covers a l l  aspects o f Job performance rather  

than merely the duties  which invo lve  the same a b i l i t i e s  as the 

te s t .



The A? A standards lapose  a duty cn te s t  developers to be

su r -  that the c r i t e r io n  measures used to v a l id a t e  tes ts  are 
11/

themselves v a l i d .  Where, as here, the c r i t i e r i o n  measures

are sub ject  to su b s ta n t ia l  daubt, i t  i s  p a r t i c u l a r I 7  important 

that the te s t  deve loper comply w ith  th is  duty. The evidence • 

•will show that the CSC has not net th is  requirement.

There are a number o f  a d d it io n a l  weaknesses invo lved  in  

the CSC' s c r i t e r i o n - r e la t e d  v a l i d i t y  s tu d ie s .  I t  i s  not p o s s ib le  

to exp la in  a l l  o f  these c r i t ic ism s  in  a t r i a l  memorandum.

S u ff ic e  i t  to say that there w i l l  be su b s tan t ia l  expert testimony 

at t r i a l  on the adequacy o f  the methods 'used in  the Tour s tud ies .

im F a i lu re  to show " su b s t a n t ia l
r e la t lo r . s n io 11 to Job performance.

F in a l l y ,  p l a i n t i f f s  do not b e l ie v e  that defendants  

can show, on the b a s is  o f  the r e s u l t s  o f  th e i r  c r i t e r i o n - r e la t e d  

v a l i d i t y  s tu d ie s ,  that performance on the PACT w r it ten  te s t  i s  

su b s ta n t ia l ly  r e la t e d  to Job performance. P l a i n t i f f s  w i l l  urge  

the court to adopt a " s l i d in g  s c a le "  approach to the su b s tan t ia l  

re la t io n sh ip  standard enunciated in  t r i e r  cases . Where a w ritten  

tes t  has very l i t t l e  adverse impact cn ethnic m in c r i t i e s , i t  ma­

te appropriate  to a l low  i t s  use on the bas is  c f  somewhat thin  

evidence of v a l i d i t y .  Where, as in  th is  case , the test  has the 

e f fe c t  c f  shutting  the e n t i re  b lack  and Hispanic ethnic groups 

almost completely out c f  thousands o f  government Jobs throughout 

the nation , then the courts should i n s i s t  upon concrete proof  

that persons who perform w e l l  on the tes t  a c tu a l ly  perform sub­

s t a n t i a l ly  b e tte r  cr. the Job than persons with lower test  scores.

In support c f  i t s  c la in  that the PACT w r it ten  tes t  is

11/ "A c r i t e r io n  measure should i t s e l f  be studied fo r  evidence  
of v a l i d i t y .  . . . "  A? A C-uidelir.es, section  IS , 0 . 3 s. y=r  
fu rther  stater.ents cn th is  p o in t ,  see A? A Cuidelir.es , pp . 3, 27.



I

—\

1 v a l i d ,  the CSC o i l e r s  " c o r r e l a t io n  c o e l l l c i e n t s " derived Iren

2 I t s  four c r i t e r i o n - r e la t e d  v a l i d i t y  s tu d ie s .  In  the l l r s t  p la ce .

3 these c o r re la t io n  c o e l l l c i e n t s  are  equ ivoca l.  The nest s t r ik in g

X evidence, o f  course, i s  the fa c t  that no sirr .ifica .-.t  c o r re la t io n

5 was found between ?AC! scores o f  custers ' ir .stectors  ar.d the

6 rat ines  and rankir.rs r iven  by th e i r  su p e rv is o r s .. This f in d in g

7 should radss ar. drr0 2 cd2.de red d l 2-g dn t s rz s  ad 2-0.7 general, con—

3 elus ion  that the te s t  I s  v a l i d  l o r  a l l  Jobs w ith in  the universe

9 o f  1 2 0  occupations i t  purports to cover, e qu a l ly  irp c rc a r . t ,

10 however, i s  the absence c f  any c le a r  evidence regard ing  what the

1 1 s t a t i s t i c a l  abstractions  der ived  by the CSC a c tu a l ly  near, in

12 terns c f  Job perfom ar.ee . Does a v a l i d i t y  c o e f f i c ie n t  c l  .32

13 nean that persons with SO cn the PACT w i l l  p e r lc r— su b s tan t ia * ly

IX bette r  cn the Job than persons with an SO? To da te , the CSC has

15 not provided an answer to th i s  question . In s t e a d , i t s

16 o f f i c i a l s  have taken the p o s it io n  that as long as there i s  a

17 " s t a t i s t i c a l l y  s i g n i f i c a n t  p o s i t iv e  c o r re la t io n "  between scores

13 cn the PACE and scores cn the CSC' s c r i t e r io n  ir.scrursnts , the

19 test  i s  v a l id  and can be used f r e e ly  desp ite  i t s  e x t ra o rd in a r i ly

20 severe adverse in ta c t .  SLrpert testimony w i l l  be introduced at

2 1 drd2..1 do shew that the c e r r s la t io n  coedddcdeads eddered d7  ths

22 CSC r e a l l y  t e l l  cna very l i t t l e  abcut who w i l l  p e r f e m  bette r

23 on the job and how touch b e t t e r  that p e r fc m a rc s  w i l l  be. More-

2X over, p l a i n t i f f s  w i l l  =-gue that the CSC’ s s t a t i s t i c a l  c roo fs

25 f a l l  f a r  short o f  e s t a b l i s h in g  the kind o f  su b s tan t ia l  r e la t io n

26 to job performance requ ired  by the courts .

27

23
(2 ) The CSC1 s curler, to show

crdderdca -re lEdec  v a l l ld T T .
29

30 The A?A standards rake i t  qu ite  c le a r  that

31 evidence c f  c r i t e r i o n - r e la t e d  v a l i d i t y  is  randalc rv  Lr. order to

32 i s -aouisn v a l i d i t y  t f  ar. enplcynent t e s t .  At the very s ta rt

- 2 - -



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2

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25 

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32

o f  the section  on v 2 5 .id.it7 , the Standards sta te  that questions  

concem ias v a l i d i t y  b o i l  down to the accuracy o f  two bas ic  in ­

ferences which ar-e frequ en t ly  cade concerning t e s t s :  ( 1 ) that the 

tes t  accurate ly  neasures the t r a i t  which i t  purports to c sastre  

and C2) that tes t  performance i s  an in d ica to r  o f  sane v a r ia b le  

externa l to the t e s t .  The Standards then con s is ten t ly  s ta te  

that where the second in fe rence  i s  the one in  question , i . e . ,

ce i s  be ing  used to p red ic t  perfect

i s  necessary . P l a i n t i f f s  b e l ie ve  that any f a i r  and 

ob jec t ive  reader o f  the APA Standards w i l l  f in d  that th is  s t a t e -  ! 

t e s t  is  co r re c t .  Here are a few exanples of prov is ions  in  the 

APA Standards which con f irn  th is  p rop os it ion .

As e a r ly  as page 1** o f  the Standards, in  the n a te r ia l s

deal with r a ru a ls r e p o r t s . fo l lo w in g  p ropos it ion  1

set fo r th :  " I f ,  on the ether hand, i t  i s  reccmer.ded as a d ia ­

gnostic  te s t  or one that p re d ic ts  performance, data on i t s  r e ­

la t ionsh ip  with cne or so re  c r i t e r i a  are r e q u i r e d .” APA Stand­

ards , section  H2  ( concent ),  p . l b .

As stated  above, the thane i s  taker, up in  earnest r ig h t  at

the s t a r t  o f  the s ta r : rds de: with va Ity. At page 25,

the following- statener.t i s  rada : "C r i t e r io n - r e la t e d  v a l i d i t i e s  

apply when one wishes to i n f e r  fron  a tes t  score an in d iv id u a l 's  

nest probable  standing on sene ether v a r ia b le  c a l le d  a c r i t e r i o n . '

This is  fo llow ed  

statener.t :

immediately by the fo l lo w in g

Ql deji..f ; — s_p f  v a l i d i t y  are not sub-  
t - tu te s  : : r  : r l t er_l c n - r s _ s : ; o  v a l i d i t y .

cr*ccsl-r  = :e s : - — .r - -— ~ -  - e  • : :if
a Job, f o r  ex ancle , =r. abundance o f  
evidence o f  the construct v a l i d i t y  of a 
te s t  o f  f l e x i b i l i t y  i t  d ivergent th in k !  
cr o f  the content v a l i d i t y  of a tes t  o f  
elerer .tary  o a lc u lu s , is  of r.o c re d ic t iv e  
value without reason to b e l ie ve  that  
f l e x i b i l i t y  o f  thinking cr knowledge o '

k in g ,

-25-



!5

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3 

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17 

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19

20 

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22 

23 

2A

25

26 

27 

23

29

30

31

32

ca lcu lus  a ids perfcruar.ce c f  that  
Job. . . . Whatever other v a l i d i t y  
i n io m a t io n  a sauna! say Inc lude ,  
one or r.ore s tud ies  c l  c r i t e r i o n -  
r*^l2.“ sc v2.1 lei. n*-5~ oi iTr.ziuced.

- . . ;  ocr .er.c ie  , suer. ~5 5 :s  car, 
only be rerarc.ec as eucerbrsr .cz i.
A? A Standards , p . 2 7 .

Statecients to the sane e f f e c t  nay be fcur.d at pages 30-31- a t  the 

A?A Standards.

c . Rebutta l c f  the thecry that thf 
deve lccrent c f  the PACT vrrltter 
t s s ;  c c r . 2 " i i u i 3 c  2. c c r . s i r * u 2  -  
vaildETlcr. c? E3Ti : 2 s : .

CD The CSC s ic r v .

The CSC personnel who played the la r g e s t  r a le s

In the dsvelopnent o f  the PACT w r it ten  

the c la lr .  In  d ep os it ion  te s t ln sn y  and i 

tha t ,  wholly apart f;

:est nave put fcrwarc

1 t h e i r  1 4 « e

the c r i t e r i o n - r e la t e d  v a l i d i t y  s tud ies ,  

the very nethed by which the te s t  was deveieped proves that i t  

i s  v a l i d .  The essence c f  the theory i s  t h i s :  i f  you get (1 )  a

l i s t  o f  inpertant Job du t ie s  f ren sub ject  n a tte r  e z te rts  who

:ests which teasers

are f a _ i l i a r  with the Jobs in  question and (2 )  statenents fren  

a £=■=«? c f  p sycho log ists  that ce rta in  a b i l i t i e s  are inportant

u se  a b i l i t i e s  have "construct v a l i d i t y , "  

i . e . ,  v a l id ly  neasure the te s t  t a h e r s ' a b i l i t y  to t e r f e m  these  

Jobs .

The CSC s theory i s  in c o r re c t .  As -will be exp lained  below, 

the nere fac t  that sin  p sycho log ists  be l ieve  that deduction is  

inportant to the perfernanoe o f  a job duty does net e s tab l is h  

that b e l i e f  as a f a c t .  F i r s t ,  however, the court should recognize

that the PACT w r it ten  tes t  was 

rent process.

// -26-

-2-tec upon a c a re fu l  deva lue-



\

I



1 As p rev ious ly nticned the CSC, during the ea r ly  stages

2 o f  the PACE development, put together a l i s t  o f  31 ESAO's

3 (knowledges, s k i l l s ,  a b i l i t i e s  and other a t t r ib u t e s )  be lieved

to be important to per: o f  the duties  in the 27 occupa­

tions invo lved in. the study. The 1241 SHE' s (su b jec t  natte r  

experts ) were then asked to ra te  the importance o f these 31 

ESAO's to overall. Job performance. The fo l lo w in g  tab le  shows

3 the near, (average ) importance ra t in g s  o f  the 31 ESAO's by the 

9 SMS’ s :

10

11

12

Table 7. Average Importance Eatings o f  31 ESAO's 
by SHE'S in  Hank Order Earned or. Scale of  
0 to 7.12/ ‘

13 llame o f  ESAO Aver are Hatir.r
H

15

16 

17

.13

1?

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21

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27 

23

29

30

ft In te g r i t y 5-98ft Deal, w ith People 5-78
General Reasoning 5.75
Judgment' 5.72ft Tact 5 . 5 9ft L is ten in g 5 . 5 2ft Pex*3 eversnc* 5 . 5 1
Reading Comtrehension 5 . 4 3ft O ra l Communication 5.41ft "-atio^aT. Hat’UZT— 5 . 3 2ft Fund o f  In formation 5 . 2 7ft A d ao tab i l i ty 5.25ft S e l f  Control 5 . 2 5ft O b je c t iv i ty 5.22
W ritten  Communication 5.22ft 5-11
A la r t 5.02ft Memory 1.58ft G-amnzr 4.90ft r. rr.p 2. b d y 4.82
Planning 4.70ft Porce fu lness 4.53ft Persuasiveness 4.49ft C u r io s ity 4.42
O r ig in a l i t y 4.40ft S p e l l in g 4.37
L e tte r  W rit in g 4.31

3.96
Quantitat ive  Reasoning 3.43ft Object Perception 3.1=ft Physical Scar ' 3-14

31

32
I V

Table are c e r i

which p l a i n t i f f s be lieve are not neasur ed by
test  are narked with ar. a a . e n a k .  .re d = ~a.

sd f rcn  -r.e I 2.3 - page of P l a i n t i f f s '  In - 203



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1 Anayls is  o f t i e  fo rego in g  t ab le  leads to s o : ;  su rp r is in g  

conclusions. O f ’ t i e  17 ESAO's rated  as very important (5 or 

above ),  13 are not tes ted  by t i e  PACE w r it ten  t e s t .  Of the 

highest 10 ESAO's, 7 are not covered by t i e  PACE. Indeed, the 

two ESAO's rated as zost  important are not covered by t ie  PACE!

In  short , t i e  evidence i s  c le a r  that the CSC did not base 

i t s  s e le c t ion  o f  the a b i l i t i e s  to be included in the PACE w ritten  

test  on a c a re fu l  job  a n a ly s i s .  To t ie  contrary , the CSC Itr.ored  

the in fo m a t ic n  generated during the tes t  development and de­

cided to include in  the t e s t  p re c is e ly  and c r ly  those a b i l i t i e s  

a lready se lec ted  p r io r  to the t in e  when the r e s u l t s  o f the SEE 

evaluations were a v a i l a b l e .

The CSC, both in  i t s  o f f i c i a l  documents and in  t ie  t e s t i ­

mony o f  i t s  respon s ib le  o f f i c i a l s ,  has admitted that a dec is ion  

was made to exclude a l l  non -cogn itive  a b i l i t i e s  from the t e s t .

This dec is ion  was based on t i e  conclusion that other a b i l i t i e s  

cannot be tested  as conveniently and v a l i d l y  as cogn it ive  

a b i l i t i e s .  This reason , however, i s  not adequate under the APA 

Standards and the cases.

CSC w i l l  undoubtedly contend that these fa c ts  are at le a s t  

p a r t i a l l y  o f f - s e t  by a fa c to r  an a ly s is  which surgssts  that the
14/

31 ESAO's could perhaps be reduced to eight underlying fa c to r s .  

A c tu a l ly ,  the fa c to r  an a ly s is  merely supports the conclusion  

that the PACE f a i l s  to cover the a b i l i t i e s  which are most in u o r t -  

att  fo r  su ccess fu l Job -performance. The most important fa c to r  

( c a l l e d  " in te ra c t in g  with p eop le " )  is  not tested  at a l l .  The
15/

second most important fa c to r  is  a lso  not tested  at a l l .  •

.Moreover, the e ighth  fa c to r  was recognised as r.ot d i r e c t ly  r e ­

la ted  to any o f  the a b i l i t i e s  measured by the PACE.

14/ The fa c to r  an a ly s is  is  
=?. 25-25.

.cussed at P l a i n t i f f s I= It  23],

15/ The CSC1s p la in ly  specious a sse r t ion  that th is f a t t c -  is  
" r e la te d  to the a b i l i t y  construct of induction" w i l l  be discussed
be low ,

-2=-



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Tie s ig n id ic a rc e  cd Ch.fi CSC’ s dec is ion  Co emit Che nose

in?arcane ESA.0' s and dactors iron  Che PACT w r it ten  Case is

apparent id  Che court considers  an i l l u s t r a t i o n  s i re n  by Ernest
15/

P r in o f f  concerning sa lesnen . As Mr. Prinodd exp la ined , ever.

Chough ve rba l  conpreher.sion nay be inporCanC with regard  Co a 

salesnar. ' s read ing od rederence boohs, a v e rb a l  ccngrshension  

CesC nay be er.c ire ly  in v a l id  dor se leccir .g  salesnen since Che 

nost inparcanc dacccr Co Job success is  a b i l iC y  Co dea l with  

people . The i l lu s C ra c ic n  i s  d i r e c t ly  analogous Co Che Jobs 

covered by Che PACE. According Co Che CSC' s dacccr a n a ly s is ,  

" in te ra c t in g  with peop le" i s  Che nose inpcrCar.C dacCor dor Job 

perdomance. Tec ChaC dacCor i s  cniCCad, and Che -case U n i t e d  

to cogn it ive  a b i l i t i e s  l ik e  v e rb a l  ccnprehension. 'i~'

In  sh o rt ,  Che CSC’ s d a i lu re  Co include Che E3A0' s raced  

as nost inpcrtanC by Che SME’ s dedeats i t s  c la iu  regard ing

> -*■ d i t 7  dcr two reasons . P irsC , i t  p laces  Che tes t

in  d i re c t  opposit ion  to a p p l ic a b le  le g a l  a u th o r i t ie s .  Second, 

i t  undercuts Che C S C s  own lo g ic  s in ce ,  as explained by Mr. 

r r i r e d d ,  Che nere dact chat a CesC covers a b i l i t i e s  which are  

irpcrtanc  Co sone Job duties  does not e s tab l ish  v a l i d i t y  where 

Che CesC e x it s  Che a b i l i t i e s  nose Important Co o v e r a l l  Job

i i .  In c lu s ion  cd cuar.oitaCive

i t s  low
sub ject  natte r  extents.

The in v a l id i t y  cd the PACE w r it ten  tes t  is  a lso

suggested by whs fa c t Chat the CSC *? ~  ■» — ..  
- • *  * '—  J  — * — '

od Che subje ct matter experts and d s c l i e !  tc in:

a b i l i t y  as a cenpensn c c *  th“ PACE w ritten  test

" —  i  ̂  

----

15/ . — - - '  j

30



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In I t s  form al report  e n t i t l e d  "The P ro fe s s io n a l  and Ad­

m in is t ra t ive  Career Examination: P.esearch and Development" 

( P l a i n t i f f s ' I n d i t i t  203), the CSC tas e x p l i c i t l y  stated  that 

lew ra t ings  by the SMI's were considered to be the bas is  fo r  

dropping ISAO’ s fro n  the PACE. Here is  the re levan t  statenent  

o f  th is p r in c ip le :  "C erta in  other HSAO's, such as ob ject  per ­

ception and ph ys ica l stan ina , were given r e l a t i v e l y  low import-  

ance ra t in g s  by the S M I 's ,  and were there fo re  not considered  

fu r t h e r . "  Id .  at 10.

I f  th is  p r in c ip le  had been con s is ten t ly  app lied ,  the r e s u l t  

would have been to exclude the number a b i l i t y  from, the PACE 

w ritten  t e s t .  Of the 31 HSAO's, the two which r e la t e  to number 

(a r ithm etic  computation and qu an t ita t iv e  reason ing ) were rated  

28th and 29th r e s p e c t iv e ly ,  Just above the two that were dropped 

because o f  low ra t in g s  (o b je c t  perception  and p h ys ica l  s t a n in a ) . 

Ihe in c lu s io n  o f  the number a b i l i t y ,  desp ite  i t s  low ra t in g  by 

the S M I 's ,  cants grave doubts upon the v a l i d i t y  of the te s t  

and a lso  t o t a l l y  b e l i e s  the CSC’ s claim that the te s t  was the 

r e s u l t  o f  c a re fu l  Job an a ly s is  and tes t  development.

i i i .  The ultim ate content o f  the
PACE wrltcen z s s z  was non the
r e s u l t  of c a re fu l  Too s is----------—-------------------- :..................................... ...........ana r e s :  c s v - .c z re r . : ;  n : : . t r
i t  was decided in advance and 
a l l  contra—• evfoer.ee v.-as frr .c red .

.. . The coverage c f  the PACE w r it ten  te s t  was 

"w ired from the to p . "  The CSC’ s claim that the te s t  content was 

the r e s u l t  c f  c a re fu l  tes t  development is  simply not supported  

by the f a c t s .  This can be seer, from seve ra l  l in e s  o f  ev idsroe .

F i r s t ,  the CSC admits that the o r ig in a l ob.-'eotive o f  the

test  development was to prepare a "cogn it ive a b i l i t i e s  t e s t " ,  so

the dec is ion  to exclude a l l  a b i l i t i e s  other than cogn it ive

a b i l i t i e s  was na.de r igh t  at the s z a r : .  Here is one t y p ic a l  CSC

-31-

t



admission arsons nan7  or. dials poind:

The' a b je c t iv e  o f  the research, was 
Che i d s r t l f i c a r i o r .  o f  a c o n s n c c :  
v a l id  sec o f  cosn ic ive  a b i l iC ie s  
CesCs appropria te  f o r  Che seieoCior. 
o f  app lican ts  f o r  entry l e v e l  p o s i ­
tions in  Federa l p r o fe s s io n a l ,  ad­
m in is t ra t iv e  and tech n ica l occupa­
t ion s .  "The P ro fa s s ic r .a l  and Ad­
m in is t ra t iv e  Career anamination:
Research and Development", A bstrac t ,  p . i .

Second, both resp on s ib le  CSC o f f i c i a l s  have admitted that  

the dec is ion  to te s t  the s ix  ( l a t e r  f i v e )  cogn it ive  a b i l i t i e s  

was reached be fore  the data from the tes t  development process  

was a v a i l a b le .  As the court w i l l  r e c a l l ,  the s e le c t io n  o f  the 

o r ig in a l  s i x  cogn it ive  a b i l i t i e s  was made by Dr.- HmZillip  (the  

head o f  the PRDC Research Sec t ion ) and Dr. T rattner  (the in ­

d iv id u a l  who had l in e  r e s p o n s ib i l i t y  fo r  the i n i t i a l  phase o f  

the development), and i t  was mace be fo re  the pe r iod  in  1973 

when Dr. T rattner  was i l l  and Dr. Certs worked up the s t a t i s t i c s  

on the SIDE ra t in g s .  Here are  the admissions o f  Dr. M cE il l ip  

and Dr. T rattner  tha t ,  even at th is  ea r ly  da te , they had a lready  

decided that these were the a b i l i t i e s  that would take up the PACT 

w ritten  t e s t :

Q. New is  i t  your testimony that the 
hypothesis that the s ix  a b i l i t i e s  
should b e -in c lu ded  in  the PACH 
w rit ten  t e s t  was f i r s t  generated  
as a r e s u l t  o f  the matching process  
that you have Just described?

A. W e ll ,  i t  was more tear, a hypo th es is , 
i t  was a conclusion t.-.at o.-.ese were 
the a b i l i t i e s  that snculd be inc luded . - 
D eocsit icn  o f  Marvin H. D rattner ,
June 23, 1977, c. 1 3 .

Q. And I  remember that you had se le c ted ,  
you and Mr. T rattner  had se le c ted  s ix  
that you hypothesised should be included  
in  PACE. And I  ju s t  want to f in d  cut 
in  what way the conclusions o f  the SHE 
e ith e r  supported or d id n ’ t support the 
s ix  — w e l l ,  the f iv e  . . . .

-32-



1

2

3

A. The s e le c t io n  o f the s i t  a b i l i t i e s , 
and even tu a l ly  the f iv e  a b i l i t i e s ,  
was not a n a tte r  o f  hypothesis ing  
the importance, that was a conclu­
sion  r e a l l y .  We had accepted that  
these were important a b i l i t i e s .

Q. That was based on the previous part  
o f  the study?

A. Y e s .
D eoos it icn  o f  Richard H. H c K i l i i p , 
June 2 5 , 1976, pp. 99-100-

S

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Th ird , the fa c t  that the dec is ion  rega rd ing  the a b i l i t i e s  

to be measured by the RACY w r it ten  tes t  was made before  rather  

than as a  r e s u l t  o f  the s o - c a l l e d  te s t  development process can 

be demonstrated by examining the procedure in  which s ix  psycho­

lo g i s t s  were asked to r a te  the importance o f  a b i l i t i e s  fo r  per ­

formance o f  s p e c i f i c  Job d u t ie s .  This i s  a key stage in  the CSC's 

so—ca l l ed construct v a l id a t io n  since i t  i s  the process which 

purported ly  e s tab l ish e s  the l in k  between the a b i l i t i e s  and the 

ac tu a l  performance o f  j e t s .  F i r s t ,  i t  should be noted that the 

psycho log ists  were only asked to ra te  the a b i l i t i e s  a lready  

chosen by the CSC; the other SSAO's were Ignored . Second, the 

s ix  psycho log ists  were in -house  CSC personnel who knew that the 

entire  purpose o f  the exe ro ise  was to provide a ba s is  fo r  the 

CSC’ s c l a i r  of construct v a l i d i t y .  Here i s  the testimony of  

Danie l C o rt s , one o f  the s i x  p sy c h o lo g is ts ,  which shows very

21

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25

27

31

32

c le a r ly  the p re d isp o s it io n  that ta in ted  the en t ire  process:

I  think that the a b i l i t i e s  were se lec ted  ■ 
’very c a r e fu l ly  so that i f  the r a t in g  pro ­
cess that we p a r t ic ip a te d  in  d id n ’ t pan 
out, l e t ' s  say, there probably  would not 
have beer, anything v re rg  with the a b i l i -
t ie s  but night have been senething wr = - -

23 with the process tha t we were going t
p o ss ib ly  the r a t in g s k i l l  would have beer.

29 inadequate. I f  the duty d e f in i t io n s ver*

30
not p rec ise  enough, why we could not 1-3.TS
caerated with th e -  cr  sc on, but the s o i l
t ie s  were se lec ted  r e r r  c a r e fu l ly  :c  ce 
that were re levan t  across the P.-.C1 r : : ;  
cccut at ions and 1 think i t  
a la r re  settack  ce fcre  we w ate a :a r c t r e t

I

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-- -..J' ' ?;
-v >~

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t e l  a b i l i t i e s, as d id  happen:i^_or.e  
casa da " s s  cess  c f  wise ac_u—.ŵ  ^ ssc ry  - 
D eposit ion  o f  D anie l 3. Certs , June 27 , 
1977, ?a. 11-12.

Fourth., the CSC's t o t a l  f a i l u r e  to pa? an? a tten tion  to the 

actua l r e s u l t s  o f  I t s  a l le g e d  " c a r e fu l  tes t  development" nocks 

the c l a i r  that the te s t  development I t s e l f  e s tab l ish e s  construct  

v a l i d i t y . This f a i l u r e  has beer, s p e l le d  cut In the preceding  

sections . The CSC chase to c r i t  these a b i l i t i e s  id e n t i f i e d  b? 

the SHE'S as nost inportant fo r  job perfcm ar.ee . And i t  chase 

to. Include at le a s t  one a b i l i t y  (runner) that was giver, low 

Inpcrtance ra t in g s  b? the SHE's.

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In the l i g h t  c f  a l l  t h i s  evidence taken f ra n  the CSC’ s own 

documents and testimony, p l a i n t i f f s  b e l ie v e  that the claim  con­

cerning c a re fu l  t e s t  development f a l l s  b? i t s  own weight.

Cl) I n v a l i d i t y  c f  the CSC’ s theo ry . '

iCSC's theory that c a r e fu l  t e s t  development alcr.e 

es tab l ish es  construct v a l i d i t y  i s  in v a l id  and should be f l a t l y  

re je c ted  by the court f o r  a  v a r ie ty  c f  reasons . F i r s t ,  i t  is
w

d i r e c t ly  contrary to the AFA Standards. As the d iscuss ion

in  section  I X I ( A ) ( 3 ) ( b ) ( 2 ) ,  s u r r a . demonstrates, where a test  

i s  used to p red ic t  performance on a Job, the AFA Standards r e ­

qu ire  that i t  be supported by c r i t e r i o n - r e la t e d  v a l i d i t y  s t u d ie s . 

Moreover, the CSC's p o s it io n  is  contrary to the d e f in i t io n  of the 

tern "construct v a l i d i t y "  in  the AFA Standards. As mentioned 

be fo re ,  the AFA Standards or. v a l i d i t y  s t a r t  r ig h t  o f f  w ith the 

proposit ion  that questions rega rd ing  v a l i d i t y  b o i l  down'to ques­

tions regard ing  the accuracy o f  two in f e r e n c e s : (1 )  that the test

17/ These standards are e x p l i c i t l y  adopted as c o n t ro l l in g  by the 
new ’uniform ta s t in g  g u id e l in e s .  " [T j s e r s  choosing to v a l id a te  a 
se lec t ion  procedure by use o f  th is  s t ra tegy  [construct  v a l i d i t y ]  
should be c a re fu l  to fo l lo w  p r o fe s s io n a l ly  accepted standard s , 
such as t.-.ose contained in  the AFA Standards. . . . ” CSC Employe 
Selection  Procedure Guidelines § 1 2 (d ) .

-34-
i



■ ; • , .- •••• o. ••• T* - •-■•:
■ • . • rr : . * . ..... ■-■-‘■g:

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a c tu a l ly  a e a s t r t s  ti:at which I t  purparts to aeasurs  and (2 )  that 

perfcrciar.ee on tha te s t  I s  a u s e fu l  in d ic a to r  c f  perfcrrar.ee in  

sane sx .s rr .a l  s i tu a t io n  suen as a Job. A review  o f  pages 25—31 

c f  the A2A standards w i l l  d errors c ra te  to the court that the te —  

"construct v a l i d i t y "  r e f e r s  or.lv to the Question whether the 

?-g-3j=_actuall7 -ea su res  that which i t  currents t c - r e a s u - - . r -  

other words, I f  a te s t  purports to neasure v e rb a l  co-prehension,  

that tes t  has "construct v a l i d i t y "  i f  i t  accurate ly  nsasures v e r ­

b a l  ccnprehensicn. Construct v a l id a t io n  r e f e r s  to e f fo r t s  to in ­

sure that the tes t  a c tu a l ly  neasures ve rba l  ccnprehensicn. Such 

va l id a t io n  is  n c m a l ly  c a r r ie d  cut by s inu ltaneau s ly  a d r i r i s t e r -  

~ S tii= tes t  and cne cr  nare standard tes ts  that are known to 

neasure v e rba l  ccnprehensicn and then checkins the -degree  o f  

co r re la t io n  o f  the sco res . In  sh o rt ,  the d e f in i t io n  c f  c o - s i —u-v  

v a l ic a t ic n  urgsd by the CSC f inds  no support in  the A2A Standards.

At a n in inun, in  order to support i t s  theory o f  construct  

v a l i d i t y , the CSC should be requ ired  to show that there i s  a very  

strong convergence c f  e n p i r i c a l  evidence supporting the v a l i d i t y  

o f  the 2ACu w r it ten  te s t  f o r  the p a r t i c u la r  jobs f o r  which i t  

15 be~ s C e r ta in ly ,  the opinions c f  s in  in-heuse

psycho log ists  do not s a t i s f y

The court should r e j e c t  the CSC's theory regard ing  s o -c a l le d  

construct v a l id a t io n  o f  enploynent oasts net only because io 

v io la te s  the A2A Standards, but a lso  because i t  is  a_- -x o re re ly  

dangerous doctr ine . According to the CSC’ s theory, w r it ten  enplcy 

=ent tests  can be v a l id a ted  s i r p ly  be p repar ing  duty l i s t s  fo r  a

group o f  Jobs and then having a r-cup o f  psycho log ists  d “ •

a tte s t  that the a b i l i t i e s  covered^-/ the te s t  are inpertant  to
the perfer: tte c f  those d u t ie s . ' Given such a t r i v i a l



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1 requirement, i t  would be p o s s ib le  to v a l id a te  almost any standard  

cognitive ' a b i l i t y  te s t  fo r  almost ar.y white c o l l a r  j o b . '  I t  is  

obvious, fo r  example, that C-er.eral Motors or ar.y other la rge  

corporation , could e a s i l y  f in d  s ix  psycho log ists  who would a f ­

firm that v e rb a l  comprehension, judgment, deductive reasoning or  

any other standard co gn it iv e  a b i l i t y  recognized in  the t e s t in g  

l i t e r a tu r e  i s  important f o r  performance o f  p ro fe s s io n a l ,

Cn th is  b a s i s ,  the en t ire  array  o f w r it ten  employment tes ts  could 

be re in s ta ted  throughout the p r iva te  sec to r ,  and a i l  p o s s i b i l i t y

 ̂f  4 r* — * fci « — ** ~ m

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o f  i t s  w r it ten  tes ts  would a lso  d isappear .

The court should r e j e c t  the CSC's n< 

construct v a l id a t io n  of employment tes ts  fo r  s t i l l  a th i rd  r e a ­

son, namely because i t  i s  based upon a f a l l a c y .  The lo g ic  of  

Che theory i s  that the " l i n k "  between tes t  performance and job  

performance i s  provided by the judgments o f  p sycho log ists  that 

certa in  a b i l i t i e s  are  important f o r  ca rry ing  out duties  acknow-

19 l ar<;red. Ca be L~oartant job s e r f  or- - T,ce —---*- pT* — + }

20 : a s : J-en r ecne»7r»J * 3 CSC's accrentice

21 explained *.U J — 1 ro—-4 i s  i n v a l id .  He nan given two eX2JZ
19/

22 invo lv ing a s t r ip p e r  and a salesman.

Coasider, f i r s t ,  the

- -  V— O—

Le o f  the s t r ip p e r .  According  

ixperm cn sc r ip p in g  would id e n t i fy

dancing an cr.e o f  the important duties c f  a s t r ip p e r .  A psycho­

lo g i s t  would id e n t i fy  a b i l i t y  to keep time to music as an a b i l io y  

that is  important to dancing. There fore , according os rhe CSC's 

theory, a test  fo r  keeping t ine  to music is  construct v a l id  fo r  

s t r ip p e rs .  l e t  a s c r ip p e r 's  a b i l i t y  to keep tine to music may 

have ns re la t io n sh ip  whatever to her success as a s t r ip p e r .

L£/ exposit ion  o f  Ernest P r im e ff ,  June 30, 1=77, op. 25 -27 ,35 -= !



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Wh7 ? Because su ccess fu l  performance a c tu a l ly  depends much, more 

on sex appeal than dancing a b i l i t y .  Thus, even though a b i l i t y  

to keep tine to music Is  important f o r  the '5erfortar.es o f  an 

Important component o f  a s t r i p p e r ' s  Job (d an c in g ) ,  a tes t  o f th is  

a b i l i t y  may not p red ic t  Job success.

Now consider Mr. P r im o f f 's  salesman example. An important 

part  o f  a sa lesman 's Job in vo lves  the use o f  re ference  books. I f  ! 

you asked a psycho log ist  whether v e rba l  comprehension i s  import­

ant to the performance o f  th is  duty, he would say yes. Therefore ,  

according to the CSC's theory , a te s t  fo r  ve rba l  comprehension 

would be v a l id  f o r  p re d ic t in g  success as a salesman. But, Mr. 

Prim eff points out, a b i l i t y  to use reference bocks-may have no 

r e la t io n  whatever to success as a salesman. Why? Because success 

as a salesman a c tu a l ly  depends much mare on tact and a b i l i t y  to 

persuade. A t a c t f u l ,  pe rsuas ive  person w i l l  o u t s e l l  a t a c t le s s ,  

unpersuasive person even though the l a t t e r  may have a much 

greater  a b i l i t y  to use re fe ren ce  books.

In  sh o rt ,  even though you nay be te s t in g  a b i l i t i e s  which 

appear to be important in  performing important Job d u t ie s ,  you 

cannot be sure the tes t  i s  v a l i d .  The reason is  that the r e ­

la t io n sh ip  between Job success and other a b i l i t i e s  not tested  

may o f f s e t  the expected r e la t io n sh ip  between the tes t  and the 

Job performance. In  order to be sure , you must have actua l  

em pirica l data ccmcerr.img the r e la t io n sh ip  between tes t  scores  

and Jcb success, i . e . , c r i t e r i o n - r e la t e d  v a l i d i t y  data.

In th is  context, the court should note that the ?ACI 

written  test  has not beer, shown to be "construct v a l i d , "  in  the 

c la s s i c a l  sense used ir. the ABA Standards. Construct v a l i d i t y  

concerns whether the te s t  accurate ly  measures that which it. pur­

ports to measure. ' The normal method o f  determir.img whether a 

test has construct v a l i d i t y  i s  to administer the tes t  and a 

"market t e s t "  ( e x i s t in g  tes t  known to measure the construct in 

question ) and determine whether the scores are co r re la ted .  This

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CSC o f f i o ia ls have admitti

tten test have been m o d if i

em types set fa r th  in  the ;

sou rce . Given the fa c t  th.

has never been done Tar the PACE w r it ten  t e s t .  Moreover, as

used in  the

.  ---- --------------- . . . . . .  ------ f - = =  t h e

»1 item types set  f o r th  in  the s o -c a l le d  "Pr:

was
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and no construct v a l id a t io n  has beer, c a r r ied  cut, the CSC cannot 

even be c e rta in  that the ?ACa'terirten tes tr -ac tua lly  measures the 1» 

f iv e  constructs -that i t  purports  to measure (deduction , induction,j 

Judgment, number, v e rb a l  comprehension). The f a i l u r e  to perform j 

a c l a s s i c a l  construct v a l id a t io n  makes the CSC's claim that the \ 

development c f  the PACE w r it te n  tes t  comprised a construct v a l i d a ­

t ion  even weaker.

d. A d d it ion a l  armaments c o n c e r n ! "  the
fa iau r
v a l i c i t v  c f  the rACs w r it ten  t=

In  order to avo id  excessive  length , p l a i n t i f f s  w i l l  

simply ind ica te  that there are a number o f  a d d it io n a l  arguments

that w i l l  be presented on the v a l i d i ty  i

describe  the major arguments very b r i e f  1'

Perhaps the most important of1 these

upon the CSC’'s v io la t io n  c f  i t s  duty ur.di

mer.ts w i l l  focus 

e APA Standards

to consider the e f fe c t  Gf i t s  tes t  on m inority ethnic groups.

The CSC has taken what o l a i n t i f f s  b e l ie v e  to be an ind e fen s ib le  

p o s it ion  invo lv in g  a complete r e fu s a l  to acknowledge the obvious 

adverse impact t f  the PACE w r it ten  t e s t ,  to obta in  any r a n ia l  

data -w hatever , to determine whether the tes t  has d i f f e r e n t i a l  

v a l i d i t y  and to consider le ss  onerous a lt e rn a t iv e s  that would 

Tsd’-ic — idvsrss

Another important argument concerns the CSC's t o t a l  f a i l u r e  

to warn the f e d e ra l  agencies which would be using the tes t  r e ­

garding 7 * A J .. _5 -r.i - i n t  s cr  :r .2 e v i 22r.ce cr. v a . - lT i t y .

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t e s t  vas

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1 bean undertaker— No subsequent e f f o r t  has been na.de to advise use

2 concerning the fa c t  that no c o r re la t io n  was found between super-.

i 2 visory  ra t in g s  and rankings and FACE scores fo r  custom  insnectcrs

i Instead , in  v io la t io n  c f  the A? A Standards, the CSC has taken the

5 pos it ion  ever since Eecenber 1573 that the ?ACE w r it ten  te s t  has

6 been v a l id a ted  f o r  a l l  uses w ith in  the en t ire  un iverse .

7 F in a l ly ,  p l a i n t i f f s  w i l l  contend that the CSC has engaged

3 in a. pattern  o f  sn a g s -r a t io n ,  concealment and h a i r - t r u t h  with

J 9 regard to the FACE w r it ten  te s t  that su b s t a n t ia l ly  undercuts i t s
l

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\ 11 One o f  the nest s t r ik in g  examples invo lves the fa c to r

,! 12 ana lys is  c f  the 31 ~^AO's mentioned above. The fa c to r  an a ly s is

' 13 was apoarer.tly c a r r ie d  cut in  an e f f e r t  to ccnvey the 4— ressior.

.! U that the 31 ESAO's a c tu a l ly  b a i l  dawn to very l i t t l e  r a re  than

15 the sane f iv e  cogn it ive , a b i l i t i e s  measured by the FACE w r it ten

| 1<£ test. .  The CSC's treatment o f  the second fa c to r  i l l u s t r a t e s  i t s

] 17 w i l l in g n e ss  to d i s t o r t  and’ m isrepresent data  to provide apparent

i
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13 support fo r  i t s  e on onus'* a m . The second fa c to r  included the
f 19 fo l lo w in g  f iv e  ESAO's:- -
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Object  oerceot icn

| P h y s ica l  s c a r in ’
l A lertness

22 In te g r i t y
"Femaveramce

f 23

i . I t  Is  obvious that th is  f a c t o r  does not correspond to any o f  the
25 f iv e  FACE a b i l i t i e s  (deduction , induction , Judgment, number, v e r -

■* 26 i ca l comprehension). In stead  c f  admitting t h i s ,  however, the CSC
27 reported , "This fa c to r  war considered r e la te d  to the j;-'-' ' ct - c - -
23 struct c f  induction as de f ined  in  th is  resea rch . 7t

A 29 the examination c f  s p e c i f ic  data , recogn iz ing  r e l a t io r . s h iz s , and
20/30! so lv ing  problem s." (Emphasis added.) The notion that physica l

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32 20/ P l a i n t i f f s '  --chicle 2 0 C, c.25.

T



APPENDIX D

Letter from John H. Shenefield, Former 
Associate Attorney General, to the 
Washington Star



APPENDIX D

f
5 i ^ r j  f z k r U a . r y

• Merit Still Reigns
' In Federal Hiring
; ' William Safire, normally so care-
“ ful in his use of the language, let his 

poltiics run away with Jiis logic m 
his column on the litigation con- 
cemin17 the PACE exam for federal 

- employment (“Carter's Good Deed,
■ Jan. 29). Charging a “political cave- 
: in " which is Safire-ese for any ac-
■ tion with which he disagrees, he has 

written a column that is — to give 
him the benefit of the doabt — mis­
informed on every crucial point;

( 1) No quota is imposed by the pro­
posed consent decree. Exactly the 
opposite is true. The decree explicit-. 
ly guarantees that merit will contin- 

-ue°to be the essential component of 
federal hiring. Because of my own 

.. strong personal convictions, I would 
never have approved a settlement 
involving any mandatory hiring 
quota-. r. - ~ <'

(2) Exams to test competence are 
neither banned by the .consent de­
cree nor required to be changed un­
til some specified proportion of 
minorities passes. Rather, the con­
sent decree contemplates the use of 
written exams that are properly vali- 
. dated under settled Title VD law to

• test for competence to do the job for
' which application is made.

(3) The’consent decree breaks no 
“ - new ground in agreeing to give up 
. the PACE exam for entry-level pro­

fessional jobs. I was advised that pri- 
or even to the filing of the lawsuit, 
the Office of Personnel"Management 
had decided to move away from a 
single examination for the 118 cov­
ered occupations to a more decen­
tralized hiring system, a flexibility 
preserved by the consent decree. ^

(4) The PACE exam, contrary to' 
Mr. Satire’s suggestion, is unlikely to 
withstand legal attack. That was the 
unanimous professional judgment 
of the staff lawyers who were most 
expert in this case, a judgment with 
which I concurred.

So the question you have to an­
swer is this; Which is better — loss,, 
after a lengthy and expensive trial, 
perhaps an assessment of many mil­
lions of dollars of back pay and the 
imposition of a real quota or, as I 
thought, settlement now, agreement 
not to use an already abandoned 
exam, only a very minor back pay 
award and, most importantly, reten­
tion of the merirprinciple in federal 
hiring?
John H. Shenefield,
F A s s o c i a t e  Attorney General.
Arlington, Va. / /