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EVALUATION of colleges and universities, and of their programs, has received considerable attention since Pace and Wallace's discussion (42) in the REVIEW. The establishment of bureaus of institutional research, the support of institutional self-studies by the Fund for the Advancement of Education, the review of accreditation procedures, and the growing concern about quality in higher education have all contributed to a heightened interest in institutional evaluation. Although the actual results achieved thus far are not impressive, the current interest in, and support for, institutional evaluation bode well for the decade ahead.

THE period covered by this REVIEW has seen a steady development of aptitude testing in education as well as in government, business, and industry. Carter reviewed research on essentially this topic in February 1947. The experience with aptitude tests during the war, the establishment of many Veterans Administration Guidance Centers, and the improved tests published during the period have all stimulated the wider use of aptitude tests. While the type of tests which appeared during this period is not radically new, the reports of research lead to the impression that better use is being made of old tests and that the newer tests reflect the experiences of educational personnel workers and of psychologists in business, industry, and the armed services. A new and comprehensive account of aptitude and other tests of value in vocational counseling was published by Super (47). The term "aptitude test" is still being used in a variety of ways. In general it appears that the term is being applied primarily to tests which measure abilities or accomplishments which are not the direct result of specific environmental experiences and which are used to predict success at some future time (44). In effect this is the definition which was followed in selecting the materials to be included in this REVIEW. So-called intelligence and educational achievement tests and personality and interest inventories are excluded on the basis of this definition.

THE NUMBER OF RESEARCH PUBLICATIONS on the mental and physical health of teachers appearing during the last three years is not large. At first this seems a bit surprising in view of the stress which is being placed on these two subjects in the popular literature of education and at professional meetings. However, it should be remembered that many studies pertaining to teaching success are related to the subject of mental and physical health. Broadly defined, the mental and physical health of teachers should include a discussion of all measures relating to the selection and training of the school's personnel.The research worker or administrator interested in this field should, therefore, make a careful examination of the literature on selection of students by teacher-training institutions and programs of teacher education. Since the teacher is first of all a person, the general literature on physical and mental health problems should also have implications. Only studies of a distinct research character or those which set forth definite ideas for research are included in this summary. A few studies based upon general observation are included because it is recognized that the problem is not easily attacked through the traditional technics of educational research. Representative publications are referred to in the review but a more complete list of references has been prepared for the interested reader and is presented in the bibliography.