Letter from Roumell to Higgins RE: Submission of Brief and Reply Brief
Public Court Documents
February 2, 1973

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Brief Collection, LDF Court Filings. Luevano v. Campbell Appendix to Background Memorandum Regarding the Settlement of the Pace Case, 1981. 7bb4d404-bc9a-ee11-be36-6045bdeb8873. LDF Archives, Thurgood Marshall Institute. https://ldfrecollection.org/archives/archives-search/archives-item/c396fc39-93b2-407d-9823-e411fda5837e/luevano-v-campbell-appendix-to-background-memorandum-regarding-the-settlement-of-the-pace-case. Accessed August 19, 2025.
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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 . . , _ ( r 7 ; rs —s. r i ̂r 7 r *? •: w. U ip w %..* J v , / 'kp «/ p U U 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 w U 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. i i I 15 -D _} APPLICATION BASED ON OUTSTANDING SCHOLASTIC RECORD OR GRADUATE RECORD EXAMINATION SCORE NO WRITTEN TEST (see page 2 for requirements) ! i i ' i t i .| i j j> i. i; j i i ■i 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 v A * ̂ p r - a v-r* a " • r * *■ m* r * .**» f * r- — ’ re c*“ ■ /*> *>■*M » U M V* ./ W * w k ŝr >*.»7 v 4 * k J w l tl V ‘ - » W k £ i *1 ■* * c ' fcwx toni»w«ort tmg i %w\/- / \ V S r i ' ’4 1 i ] i 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 ( 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 ~ I ' I '\ I I n ■ ; 2 - ’ 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 L •L L r?: 1 2 3 5 c r 7 : 3 9 r : o . : i : j 12 | 13 l r 14 I 35 ;• i s ; 17 i zr: .. m x z r . b^s t i z t t *333331 a . CAHCV.'AY, 3?.. SC 21.-. A. CLAY, 3?.. , sz s iz i.sc :: pacss -scx r c i i l " : s i i i i i c c i 3 25" 3 5 -*- Facia Avenue Caulaed, Caldt'anulA ?Acl2 (4 1= ) 3c5—:37c 33.il 1 ; ZFJZCZSCX AL1C1 BIAS111 13113_33 U S 131 1 2 Saary Seresa Sir; F ra n c is a a , CA = 4103 TelsaL-.ar.s: C- 1 5 ) 7 = c -o 7 3 o H31AHSJ ZQCF.Z, 3?.. Saai; lc.-c.ar. Sauare 153 ~ r H r . S crsac C a l l i e d , CaLAi'arnia 14 = 37 T e isad cus : (4 1= ) 431-0134 APPENDIX C '-u u .i.: / / .iam z. mm-iAi c c x a z z z , c m : , z l z s n 2SCC Z l Ca-.lr.a Z e a l , S u it s 3Co FsJLa A lt c , C a l i r a r r S i 3433c T e le tnau e : ( - 1 5 ) 325-1141 i A t t a n s y s 3ar ? lz lr .td3 3s IS i . IS ' > 20 • 21 22 22 2- 2: 22 27 23 29 ■ B E T Z STAHLS 1ISTZ1CT C31132 NC3THZ33I SISTZZCT C l CALTFCZIZA 3 , s t ) F lam tASSs, V2 . 1A7A1 A3 a t i l . , -S 3 ir .t i - .t j . 7.SZS NO. C - 7 3 - 1 7 ; ?ACZ, FSZu ANT 1ZZ AFFZZNTIC SZ1ZCT1CM S~~— v I ii l. 1 2 2 4 5 6 7 a 9 10 11 12 13 14 15 16 17 13 19 20 21 22 23 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 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 15 17 13 19 20 21 22 23 24 25 24 27 23 29 30 31 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 ’ !*■. : . "-’/Vv •* V-'̂ i -C’ -"i ■ .'•r i r.;-a .- ;• ' •. ■ : . . - . 1 2 3 l 5 6 7 3 9 10 11 12 13 U 15 16 17 IS 19 20 21 22 23 2* 25 26 27 23 29 30 31 32 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). ■i 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 // 29 ( l 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 i 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 . .i 8 9 In Chance, su rra , the court wandered i i d c ir r aoorly on I 10 on the exan in question meant poorer Job q u a ii i ic a t io n or i i 11 doing poorly was in d ic a t iv e o i the iac t that one does r.ot take i 12 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 ! 13 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 15 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 // ! 19 // i 20 // 'i 21 // 22 Li 23 24 i 25 26 27 • , • ■ 28 29 f * 30; i 31 32 J.L l VMv-'ih . > :r. *. 1 2 3 l 5 6 7 3 9 10 11 12 13 U 15 16 17 IS 19 20 21 22 23 21 25 26 27 28 29 30 31 32 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 . 4 5 5 7 3 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 . 10 11 12 13 H 15 15 17 13 19 20 21 22 23 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 . 24 25 25 27 23 29 30 31 32 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. -7- ■•■■' ■■■ ■ ■ v--: ••‘iv:- . . ' . . /.'.VC V • 2 3 4 5 6 7 a 9 10 11 12 13 14 15 16 17 is 19 20 21 22 23 24 25 26 27 23 29 30 31 32 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 3 r . V-"' . '• ;■ . / v • -V-• 1 2 3 4 ■ 5 i 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 20 31 32 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. i Iti I L I- L --- SSA' 1 2 3 4 5 6 7 3 9 10 11 12 13 U 15 14 17 13 19 20 21 22 23 U 25 24 27 28 29 30 31 32 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 13 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■■ - 1 2 3 4 5 6 7 3 9 10 11 12 13 H 15 16 17 13 19 20 21 22 23 24 25 26 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- ! i i i i 1 2 3 i S 5 7 3 9 10 11 12 13 U 15 15 17 13 19 20 21 22 23 2* 25 25 27 23 29 20 31 22 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 ■ \ J l ‘ i i i i j ii i i j L_ ji r i i " S: 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 - . :• ••• : •; •: •••:; V* 1 2 3 ■t 5 6 7 3 9 10 11 12 13 U 15 16 17 13 19 20 21 22 23 2* 25 26 27 23 29 30 31 32 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 15 17 13 19 20 21 22 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 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 23 29 30 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 I 1 I i ] i 1 2 3 4 5 6 7 3 9 10 11 12 13 U 15 l i 17 13 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 - - • .. 1 2 3 4 5 6 7 3 9 10 11 12 *13 H 15 14 17 15 19 20 21 22 23 24 25 24 27 28 29 30 31 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 i ij j i 1 2 3 i 5 6 7 3 9 10 11 12 13 U 15 16 17 13 19 20 21 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? 20 21 22 23 24 25 26 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 2 3 4 5 4 7 a 9 10 11 12 13 14 15 14 17 18 19 20- 21 22 23 24 25 24 27 28 29 30 31 32 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=- 1 2 3 4 5 6 7 3 9 10 11 12 13 U 15 15 17 13 19 20 21 22 23 2 4 25 26 27 28 29 30 31 32 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 ! I f I 1 2 3 l 5 6 7 3 9 10 11 12 13 U 15 16 17 13 19 20 21 22 23 2-* 25 26 27 28 29 30 31 32 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 9 10 11 12 13 H 15 15 17 13 19 20 21 22 23 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 25 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 23- -- -..J' ' ?; -v >~ 1 2 3 k 5 6 7 3 9 ia 11 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. 12 13 lk 15 16 17 ■ 18 19 20 21 22 23 2k 25 26 27 23 i 29 30 31 22 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: 1 2 3 i 5 6 .7 a 9 10 11 12 12 U 15 16 17 is 19 20 21 22 23 71 25 26 Z7 23 29 30 31 32 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 - I 2 3 4 5 6 7 3 9 10 11 12 13 14 15 16 17 13 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 23 24 25 26 27 23 29 30 31 32 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 -= ! '4 1 2 3 4 5 6 7 S 9 10 11 12 13 14 15 16 17 13 19 20 21 22 23 24 25 26 27 23 29 30 31 32 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 -37- 1 2 3 4 5 4 7 3 9 10 11 12 13. 14 15 14 17 13 19 20 21 22 22 24 25 24 27 23 29 30 31 32 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 I 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 . - 2 5 - t e s t vas i d r \ 1 ‘ . 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 10 \ 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 i 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:- - ' ! 20- 21 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 31 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. / /