In cases where variances of the groups are unequal, adjustments are made to the critical values of F and the degrees of freedom in order to accommodate the inequality. The third assumption is that the expected values of the errors are zero and, lastly, the errors must be independent. This indicates that the null hypothesis is to be rejected in favor of the alternative hypothesis and that it may be concluded that there are differences in ADD-like symptoms among the three groups. The strength of the relationship between English level and ADD-like behavior, as indexed by d was strong, with English level accounting for 72% of the variance in ADD-like behavior scores. A follow-up Tukey test was performed to examine pair-wise differences because equal variances can be assumed. Findings indicate that those from the college preparatory group reported a significantly lower level of ADD like behavior compared with those from the general group and the remedial group. There was no significant difference in the ADD-like behavior scores between the general group and the remedial group. Therefore, results from the ANOVA test found that participants enrolled in the college preparatory English level differed significantly on ADD-like behavior scores compared to both general English level and remedial English level participants and that the difference between the groups was large, with college preparatory participants reporting lower ADD-like tendencies than the two other groups.