The United Kingdom.

This article presents a study in education in Great Britain. The selection and allocation of students, the nature of the organization of schools, and the use of examinations and tests in evaluation of the educational program have represented traditional areas of educational research. The importance of cultural factors of a psychological and sociological nature in relation to educational progress and attainment has been recognized by a large number of research workers. Thus such interrelated parameters as parental interest and encouragement, home environment, and social class have served as convenient frames of reference.