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Selective Education for a Diversity of Students CUES SAT

Pace, C. Robert
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Columbia University, Ford Foundation, Institute for Higher Education of Teachers College, College Admission, College Choice, College Entrance Examinations, College Environment, College and University Environment Scales (CUES), Scholastic Aptitude Test (SAT), Selective Admission


Recent trends in college enrollment and competitive selection support the need for a way to characterize the environments at particular colleges. A rating scale, the College and University Environment Scales (CUES), was developed, measuring the following dimensions: practicality, community, awareness, propriety, and scholarship. Each scale had thirty statements. Analysis of the rating scales indicated how much diversity exists among schools of presumably the same type. It also showed that several classes of schools have a similar profile: highly selective liberal arts colleges, selective large universities, less selective large universities, liberal arts colleges and teachers' colleges, strongly denominational liberal arts schools, and schools with technical emphasis. The homogeneity of responses was indicated by the fact that the combined CUES scores generally covered only about one third of the range. Environment involved administrative policies and procedures, academic environment in the major field of study, and students' friends and activities. Also investigated were student and academic subcultures, student personality characteristics, and attainment of various objectives. Three cultures were typically found: vocational, scientific, and humanistic. Student satisfaction was found to be related to a friendly atmosphere and sense of community. Factors associated with the selection of a science career were also noted. Paper presented at conference on Implications of Universal Higher Education, Dorado Beach, Puerto Rico, November 15-21, 1964.

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