1. Why is 13 years to be chosen as the optimum age for the transition?
2. Why is junior high school omitted from the picture?
3. What ceremony, if any, should mark the transition to senior high school?
4. What items of cumulative record should accompany the pupil as he or she enters high school?
5. What differences are there in the demands of high school, as compared with the elementary school, which would affect the minimum IQ at which enrichment is needed in the high school? Is enrichment needed in the high school at 130 IQ (S-B)?
6. The point at which enrichment begins to be needed having been determined experimentally, how should the secondary school organize to provide a genuine education for pupils at and above that level?
7. Assuming an enrichment program for pupils above 150 IQ (S-B) desirable or imperatively necessary in high schools, what matters shall be agreed upon to enter into the curriculum?
8. Shall we guide all of our highly intelligent elementary-school pupils into the college preparatory courses? Or shall some of them be so guided that they will end high school without the "credits" for college?
9. What can and should public schools do for those few pupils who test at or above 170 IQ (S-B), for whom no experimental work so far done is of much real effect, either in elementary or secondary school?