Abstract
During the course of a pilot study designed to determine the effect of basic education instruction on the attitudes of disadvan taged adults, problems were experienced in the use of standardized noncognitive measures. This paper outlines some of the problems of the reliability of these standardized instruments and makes recommendations about their utility. First, there are few standard ized noncognitive measures available for this population, and second, the standardized measures that were used in the study appear to have limited utility for investigating the effects of basic education on disadvantaged adults.
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