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As greater numbers of young people continue on to college, it becomes of increasing concern to know which institutional characteristics are associated with how much a student learns during his four years in college. Such information is important not only to the theorist who is attempting to understand how and to what extent college characteristics influence student behavior, but to the college administrator who requires such information for decisions concerning the optimum allocation of limited funds among many competing educational programs and processes. In addition, the recent increase in student population has been accompanied by an ever increasing flow of both public and private funds into the college system, resulting in an increasing need to evaluate the potential payoff of differential funding policies. Many of the differences among colleges with respect to their resources have been documented by Astin and Holland (1962), Cartter (1964), and the College Data Bank of Columbia's Bureau of Applied Social Research (1966). However, little additional light has been shed on whether or not these differences are associated with differential student achievement. Certainly any study of the impact of various
Rock et al. (Thu,) studied this question.