Abstract
The purpose of this study was to evaluate the grouping procedures used in the placement of Grant Union High School freshmen into classes of various mathematical levels according to the results of standardized tests. Specifically, the following factors were studied: (1) High-eighth and high-ninth grade arithmetic achievement test medians for this area. (2) Possible relationship of gains made between arithmetic achievement tests taken in the high-eighth and the high ninth grades to reading and intelligence scores recorded in the high-eighth grade. (3) Lower and upper limit scores of the arithmetic achievement test pertaining to each mathematical level. (4) The number and type of mathematics classes needed for the most efficient placement of incoming freshmen.