The Immediate Effect of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitudes of Elementary White Students Page: 15

                                
15
general school .population as that of any standardized achieve-
ment battery,
Cronbach (6, p. 383) summarizes that the test yields
scores on vocabulary, reading, arithmetics language, and
work-study skills; each section has a reliability of .90 or
higher.
Tf,|e Calif orni a Test o_f Personal i t.y, Part I was admin-
istered to both groups at the beginning and at the end of the
school year to obtain a before and after measure of self-
concept. Part I purports to measure "feelings about one-
self"; Part II measures "social adjustment," Only Part I
will be used in this study. This section gives a measure of:
seli-reliance, sense of personal worth, sense of personal
freedom, feeling of belonging, freedom from withdrawing tend-
encies, and freedom from nervous symptoms (1, p. 454).
Because the items on each sub-test are few, only the total
scores for Part I will be used.
AnastaSi (3, pp. 495-496) signifies that the California
jest of "Personal it.y relies primarily upon content validation.
In the type of scores obtained and the proposed interpreta-
tions of such scores, the test resembles empirically developed
personality tests.
Sims (20, p. 39) indicates that the reliability for the
two main components is acceptable, that the normative sample
is quite representative, and concludes that the Cal i fornia
oJi F.?£s P_na 1 i ty is among the better personality tests.