BOARD OF EDUCATION— THE CITY OF NEW YORK BUREAU OF REFERENCE, RESEARCH AND STATISTICS PUPILS' PROGRESS THROUGH THE GRADES 1922 Publication No, 19 :^S»M^ 1 ( .n /s* c>^ V s;^) A >'^ Pupils' Progress through the Grades Issued by the Bureau of Reference, Research and Statistics E>UGENE A. NiFENECKER, Director -(\Ja..•U^\^l''-^\) BOARD OF EDUCATION THE CITY OF NEW YORK v George J. Ryan, President, Harry B. Chambers, Vice-President Mrs. Emma L. Murray Dr. John A. Ferguson John E. Bowe M. Samuel Stern Arthur S. Somers William L. Ettinger, Superintendent of Schools 1922 Publication No. 19 ^^ LIBRARY OF CONGKPSS RECEIVED OCT 201922 OOOUMCNTS D V .... j TABLE OF CONTENTS PAGE LIST OF TABLES [ 6 LIST OF FIGURES :..... 9 LETTER OF TRANSMITTAL TO BOARD OF EDUCATION FROM SUPERINTENDENT OF SCHOOLS U I. INTRODUCTION..: 15 II. THE AGES OF PUPILS IN RELATION TO THEIR GRADES 17 1. Distribution of pupils in elementary schools according to ages and grades 17 2. Variability of ages of pupils within the same grade 20 3. Median ages, and upper and lower quartiles for ages of pupils in each regular grade 22 4. Age-grade standards 24 5. Number of underage, normal age and overage pupils in regular grades of elementary schools 25 (a) For the city as a whole.... 25 (b) By grades... 28 (c) By sex '. 31 (d) By schools 32 6. Causes of overageness in elementary schools..... 33 7. Age-grade distribution of high school pupils.. 35 8. Significance of overageness... 39 III. RATES OF PROGRESS THROUGH THE GRADES 45 1. Distribution of pupils according to terms spent in school 46 2. Standard rates of progress 48 3. Variability in the rates of progress _ 50 4. Number of pupils who have made rapid, normal and slow progress 53 (a) For the city as a whole.. 53 (6) By grades 56 (c) By sex ! 58 (d) By schools 60 5. Age-grade status in relation to progress , 61 6. Causes of slow progress 65 (a) Causes assigned by Dr. Maxwell 65 (6) Report of the Committee on Overage, 1910 66 (c) Investigation of Ayres, 1908 67 {d) Study of non-promotions by Dr. Bachman 68 (1) Promotion, non-promotion and size of class 68 (2) Promotion, non-promotion and absence 68 (3) Promotion, non-promotion and overage 68 (4) Inability to use the English language, as a factor in non-promotion 69 (5) Promotion, non-promotion and part time.... 69 (e) Measuring the abilities of retarded pupils : 69 3 PAGE IV. PROMOTIONS AND NON-PROMOTIONS ... 76 1. Promotions for the school year ending July 31, 1921 76 2. Rates of promotion by boroughs, districts and schools 82 3. Promotion rates for preceding years * 84 4. Significance of non-promotions 86 V. CLASSIFICATION OF PUPILS AS A FACTOR OF .PROGRESS.. 92 1. Our traditional grading system 92 2. Assumptions and implications of the traditional system of grading 93 3. Effectiveness of our traditional grading system as a means of classification of pupils 93 (a) Variability in ages. 93 (&) Variability in amount of instruction. 94 (c) Variability in achievement 94 (1) Variability of pupils in spelling ability 94 (2) Variability in penmanship skill. 96 (3) Variability in geography 97 (4) Variability in arithmetic 98 {d) Variability in mental ability 98 4. Remedial measures that have been tried.. 102 (a) Segregation of physically handicapped children into special classes... 103 (6) Segregation of mentally defective and other atypical pupils -. 104 (c) Classes for non-English speaking foreigners 104 {d) Efforts to increase the progress of overage and retarded pupils — - 104 (1) Special classes for overage pupils 104 (2) Special classes in vacation schools. 105 (3) Classification of pupils in overage classes into classes of bright, normal and dull pupils 105 (4) Typical plans and devices adopted to help the faiUng or backward pupil to succeed by giving him special individual attention, addi- tional time, etc 105 (5) Reorganization plans 106 (6) Double-time plan 106 (7) Caring for special pupils in regular classes.. 107 (8) The Batavia plan... 107 (e) Provision for more rapid progress of bright pupils 107 (1) Organization of plus classes... 108 (2) Organization of rapid advancement classes 108 (3) Flexibility in promotions 108 (4) Typical schemes adopted in some schools and districts to facilitate rapid progress.. 108 (5) Experimental high school for pupils who have completed the sixth grade in ele- mentary schools and who are of conspic- uous ability 108 (6) Rapid advancement classes in junior high schools .— - 108 (7) Terman classes.... 109 4 PAGE (/) Classification and grading of pupils 109 (1) Extract from report of associate superinten- dent Haaren 109 (2) A proposed triple system of grading 109 ^ (3) Organization of entire school on the basis of ability of pupils Ill (4) Classification of pupils according to weak- est subjects Ill (5) Grouping of pupils according to physiolog- ical age , Ill (6) Grouping on the basis of the results of Binet tests Ill (g) The need of individualizing class teaching recognized.. Ill (h) Modification of course of study 112 (i) Miscellaneous 114 5. Better grading through the use of mental and educational meas- urements 114 (a) Educational status as a bas^ of grading 115 (6) Mental abihty as a basis for grading 116 (c) Grading scheme employed in a number of schools 117 VI. FLEXIBILITY VERSUS UNIFORMITY IN SCHOOL ORGANIZA- TION AND PROGRESS 119 1 . Significance for school organization of pupil classification accord- ing to abihty 119 2. Specific provision required for varying pupil groups 119 (a) Very dull or backward pupils 119 (6) Dull pupils 120 (c) Average or normal groups 121 (d) Bright pupils, above average ability 121 (e) Very bright or gifted pupils 122 (/) Summary 122 3. Flexible standards of progress ;.. 122 4. Accomplishment quotient. 124 VII. SUMMARY AND CONCLUSIONS. 135 VIII. APPENDIX : 137 LIST OF TABLES I. Age-grade distribution of pupils in the regular grades in the elemen- tary schools of the entire city on February 28, 1921 — — -. 18 II. Distribution of pupils in kindergartens and in special classes accord- , ing to ages. - 19 III. Percent, of pupils in each regular grade of each age.... 21 IV. Medians, upper and lower quartiles for ages of pupils entering each regular grade, elementary schools 23 V. Age-grade standards used in New York, 1904-1921.. 24 VI. Number of pupils in regular grades — underage, normal age and overage 26 VII. Percentage of pupils in each grade that are underage, normal age and overage 26 VIII. Percentage of underage, normal age and overage boys and girls in each grade ^ 31 IX. Distribution of elementary schools according to percentage of under- age, normal age and overage pupils 32 X. Percentage of pupils according to causes of overage 34 XI. Distribution of pupils in high schools according to ages and grades — February 28, 1921.... 36 XII. Number of pupils underage, normal age and overage in high schools.. 36 XIII. Percentage of pupils underage, normal age and overage in high schools 38 XIV. Distribution of twelve-year-old pupils by grades 40 XV. Grade which may be completed by normal progress at age sixteen, by pupils at present' overage for their grades.. 42 XVI. Probable ages, upon completion of the 8B grade, of present overage pupils in the grades specified 43 XVII. Distribution of pupils in regular grades in elementary schools accord- ing to progress 47 XVIII. Number of pupils in each grade according to degree of acceleration or retardation.. 54 XIX. Percentage of pupils in each grade according to degree of acceleration or retardation..... 55 XX. Percentage of girls and boys in each grade who made rapid progress, normal progress and slow progress 58 XXI. Distribution of schools according to percentages of rapid progress, normal progress and slow progress pupils 60 XXII. Comparison of rates of rapid progress in regular schools and in junior high schools ..: 61 XXIII. Percentage of pupils in each grade in each age-grade progress classi- fication... 62 XXIV. Classification of pupils according to both age-grade status and progress 64 XXV. Number of pupils in each thousand in each classification according to age-grade status and progress 64 XXVI. Number of pupils per thousand for each age-grade status group ac- cording to progress 64 XXVII. Number of pupils per thousand in each progress classification accord- ing to age-grade status 65 XXVIII. Distribution according to grades and ages of 810 pupils retarded more than four school terms.. 70 PAGE XXIX. Distribution of 810 retarded pupils according to mental age ^ 71 XXX. Distribution of 810 retarded pupils according to the degree of mental "underageness" and "overageness" 71 XXXI. I. Q.'s of 810 retarded pup'ls in grades 2B to 8B 73 XXXII. E. Q.'s of 810 retarded pupils in grades 2B to 8B 74 XXXIII. Promotions by grades for the term ending January 31, 1921 77 XXXIV. Promotions by grades for the term ending June 30, 1921.... :.. 78 XXXV. Non-promotions, fall term ending January 31, 1921 80 XXjXVI. Non-promotions, spring term ending June 30, 1921 81 XXXVII. Rates of promotion by boroughs and grades for each term of the school year, 1920-1921... 83 XXXVIII. Average rates of promotion for all grades by districts for fall and spring terms 83 XXXIX. Rates of promotion by schools for both terms of the school year ending July 31, 1921... 84 XL. Rates of promotion for each grade in elementary schools for 1911-1921 85 XLI. Distribution of one thousand pupils resulting from the application of the actual rates of promotion for each grade that occurred during the last eight years 88 XLII. Effect of non-promotions in increasing register — one thousand pupils assumed to enter lA each term and the rate of promotion to con- tinue at 88 per cent 90 XLIII. Percentage of pupils in each grade obtaining each score — Spelling tests 95 XLIV. Percentage of pupils in each grade whose scores exceeded or fell below the average for each grade — spelling... 95 XLV. Percentage of pupils of each grade who exceeded the standard scores of higher grades in penmanship or who fell below the standard scores of lower grades 96 XLVI. Scores in New York standard geography tests obtained by pupils of grades 5A to 8B 97 XLVII. Scores in arithmentic, Woody-McCall Test — Mixed Fundamentals — Obtained by pupils of grades ^A to 8B 98 XLVIII. Distribution of 350 pupils: (a) By grades and chronological ages 99 (b) By grades and mental ages , 99 XLIX. Distribution of pupils according to age-grade status 100 L. Distribution of pupils in a 4 A class according to chronological and mental ages 101 LI. Distribution of 641 pupils according to grades and chronological ages 125 LII. Distribution of 641 pupils according to grades and mental ages 126 LIII. Distribution of 641 pupils, grades 4A to 6B, according to age-grade status - 126 LIV. Number of pupils per thousand in one school according to age-grade classification 127 LV. Educational ages of 641 pupils in grades 4A to 6B inclusive 128 LVI. Intelligence quotients of 641 pupils in grades 4A to 6B inclusive 129 LVII. Distribution of Educational quotients of 641 pupils in grades 4A to 6B 129 LVIII. Accomplishment quotients for 641 pupils in grades 4A to 6B, inclusive 131 LIX. Distribution of 641 pupils according to intelhgence and accomphsh- ment quotients 132 LX. Number and percentage of pupils according to ability and accomplish- ment 132 7 ': PAGE LXI. Percentage of pupils according to ability showing below expected accomplishment, normal accomplishment and above expected accomplishment : 134 LXII. Age-grade distribution of pupils in the regular grades of the elemen- tary schools of the entire city on February 28, 1921, boys 138 LXIII. Age-grade distribution of pupils in the regular grades of the elemen- tary schools of the entire city on February 28, 1921, girls 139 LXIV. Distribution according to ages and grades for the Borough of Man- hattan : (a) Boys - - - 140 (b) Girls : 141 LXV. Distribution according to ages and grades for the Borough of The Bronx : (a) Boys -- - - --: -- 142 (b) Girls .__._ : .- 143 LXVI. Distribution according to ages and grades for the Borough of Brooklyn : (a) Boys - - 144 (6) Girls - - — - 145 LXVII. Distribution according to ages and grades for the Borough of Queens: (a) Boys 146 (b) Girls - - 147 LXVIII. Distribution according to ages and grades for the Boi'ough of Rich- . mond : (a) Boys : -- 148 (b) Girls - - - 149 LXIX. Distribution of pupils in elementary schools in regular grades accord- ing to number of terms in schools : (a) Boys... 150 (6) Girls :..... 151 LXX. Age-grade and progress statistics' for each school (by per cents) 152 LIST OF FIGURES I. II. III. IV. V. VI. VII. VIII. IX. X. XL XII. XIII. XIV. XV. XVI. XVII. XVIII. XIX. XX. XXI. XXII. XXIII. XXIV. XXV. XXVI. PAGE Distribution of pupils in elementary sfchools according to age per thou- sand - - --- 20 Percentage of pupils of each age in the first half of each regular school grade in elementary schools..- - 22 Median ages, upper and lower quartiles for pupils in each grade, lA to 8B 24 Number of pupil's in every thousand on register in regular grades in elementary schools who are underage, normal and overage 27 (a) Percentage of pupils in each grade that are of normal age ..— 28 (b) Distribution of normal age pupils in regular grades 28 (a) Percentage of pupils in each grade who are underage 29 (6) Distribution of underage pupils in the regular grades... 29 (a) Percentage of pupils in each grade who are overage 30 (b) Percentage of all overage pupils in each grade 30 Underage, normal age and overage pupils in each grade by per cents 30 Percentage of boys and girls in each grade who are underage, normal age and overage 31 Percentage of overageness in each grade caused by late entrance, retarda- tion and by late entrance and retardation combined 34 Distribution of high school pupils per thousand according to age 37 Percentage of pupils in each high school grade underage, normal age and overage - 38 Distribution of ten-year-old pupils per thousand by grades 39 Distribution of twelve-year-old pupils per thousand by grades 41 Distribution of pupils in regular elementary grades per thousand accord- ing to number of terms spent in school 48 Distribution of every thousand pupils in grade 8B according to the number of terms in school --- 49 Distribution of pupils in every thousand in grade SB according to terms or half years in school 50 Distribution of pupils in every thousand who had spent ten terms or half years in school according to grade reached 51 Distribution among the grades (2B to 8B) of pupils who have had sixteen or more terms of schooling 52 Number of pupils out of each thousand according to degree of ^apid and slow progress.. 56 Percentage of pupils in each grade according to progress 57 Percentage of accelerated, normal and retarded progress pupils in each grade, by sex 59 Distribution of 810 retarded pupils to show degree of underageness and overageness on the basis of mental age-grade standards 72 (a) I. Q.'s of 810 retarded pupils in grades 2B to 8B 73 (6) E. Q.'s of 810 retarded pupils in grades 2B to 8B 75 Rates of promotion by grades in comparison with average rate for all grades for term ending January 31, 1921 79 Rates of promotion by grades in comparison with average rate for all grades for term ending June 30, 1921 79 9 PAGE XXVII. (a) Percentage of pupils in each grade failing to receive promotions on last day of term ending January 31, 1921 -.. 81 (b) Percentage of all non-promotions found in each grade. ..- 81 XXVIII. (a) Percentage of pupils in each grade failing to receive promotions on last day of term ending June 30, 1921... 82 (6) Percentage of all non-promotions found in each grade 82 XXIX. Rates of promotion for each grade for June, 1911, June, 1916 and June, 1921...... 86 XXX. Rates of promotion for regular grades for both terms of each year from 1911 to 1921, inclusive 86 XXXI. Distribution by percentage of 988 8B pupils according to penmanship ability :.. - 96 XXXII. Guide for reclassification of pupils 117 XXXIII. Distribution of I. Q.'s, E. Q.'s and A. Q.'s for 641 pupils.... 130 XXXIV. Average A. Q. for each level of "l. Q." (641 pupils)... 133 10 October 2, 1922. TO THE BOARD OF EDUCATION Ladies and Gentlemen: I beg leave to present herewith, for your information, a very valu- able, comprehensive, and scholarly report made by Mr. Eugene A. Nifenecker, Director of the Bureau of Reference, Research and Statis- tics, showing present conditions in our schools as revealed by data deahng with the age, the progress, and the achievements of our pupils. I beheve that the facts and the suggestions contained therein are of such signifi- cance that I made them the subject of my last annual address to the supervising officers of the school system. I entitled my address "Facing the Facts" as indicative of a serious attitude on the part of the professional staff to discover and to remedy conditions that are characteristic of present-day school systems, and that are largely the result of an inadequate "methodology or technique of classifying and grouping our pupils. Our school system is a growth and an inheritance. Our school of today is the successor of the ungraded school of older days, in which there was no attempt at class groups, group instruction, and semi-annual promotions. As distinct from such individualistic type of organization, stands the city school of today, with its uniform course of study, its series of grades of equal allotments of work to be covered by all pupils in equal time, and its . semi-annual sorting and advancement of pupils on the basis of successful achievement. Both the organization and the proced- ure are based upon the assumption that all children have about equal mental ability, that they can progress through the grades on the basis of uniform treatment in about equal time, and that the kind of sorting at the close of the term to which we are accustomed, namely, classifica- tion on the basis of unstandardized, informational tests, is sufficient to insure pupils groups, homogeneous as regards ability and achievements. Is it not worth while, therefore, to regard our work in a critical, impersonal manner and to ask ourselves whether or not we should con- tinue unchanged systems of school management and instruction based upon such untenable assumptions? Although our present grading system is largely chronological and assumes that pupils of about equal ability and equal age enter at the same time and master subjects and progress at the same rate, we know that the truth of the matter is that pupils of a given class as ordinarily constituted are of widely different mental types, submormal, dull, aver- age, bright, or even precocious, are of widely different ages, have pro- gressed at different rates, and differ very much indeed in the mastery of school subjects. In other words, while every important consideration, economic and pedagogical, makes homogeneity of the class group desir- able, we still are far from the attainment of such a happy condition. Fortunately, I believe that the rapid advance in the technique of measuring mental ability and achievements means that we stand on the threshold of a new era in which we will increasingly group our pupils on the basis of both intelligence and accomplishment quotients and of 11 necessity provide differentiated curricula, varied modes of instruction, and flexible promotion schemes to meet the crying needs of our children. In concluding my address to the Superintendents, I said: ''I need not assure you that the foregoing analysis of present condi- tions should not be interpreted as an expression of lack of confidence in the effectiveness of our work nor regarded as a plea for the hasty adop- tion of ill-advised plans intended to change the conditions revealed. I trust to your intelligence and your initiative to study the conditions in the schools subject to your supervision and gradually to effect an im- provement of conditions by remedies as various as your wisdom may suggest and the needs of the situation may demand. As a statement of my earnest purpose I cannot do better than to quote the father of modern inductive method, Sir Francis Bacon, who wrote: 'I do not endeavor, either by triumphs of confutation or assumption of authority, to invest these inventions of mine with any majesty. I have not sought nor do I seek, either to force or ensnare men's judgments, but I lead them to things themselves and the concordances of things, that they may see for themselves what they have, what they can dispute, what they can add, and contribute to the common stock.' " Respectfully submitted, William L. Ettinger, Superintendent of Schools. 12 June 15, 1922. Dr. William L. Ettinger, Superintendent of Schools. Dear Sir: In accordance with your suggestions made several months ago, I beg leave to submit herewith the results of a comprehensive study con- ducted by this Bureau to determine certain conditions existing in our school system. While the data relating to the age, the progress, and the achievements of our pupils are not unlike those revealed in surveys made in other cities, I believe that certain conclusions that are drawn will prove of general interest and probably of some value. Yours very truly, Eugene A. Nifenecker, Director of Reference, Research and Statistics. 13 I— INTRODUCTION It is generally held that the primary purpose of our public school system is to provide a complete elementary education for as many children of our City as possible. In furtherance of such aim the laws of our State compel all children, the dull as well as the bright, the un- willing as well as the willing, to attend school regularly from the age of seven to the age of sixteen. If the child has completed the elementary course he may leave at fourteen. If he has reached the 7 A he may leave at fifteen. When he becomes sixteen he may drop out irrespective of the grade he has reached. Underlying our present elementary school organization is the assump- tion that for the most part our pupils will enter at the ages of six or seven, that they will progress one grade each school term, and that they will complete the elementary course at the age of fourteen to fifteen. Our course of study, theoretically at least, is formulated so as to fit the needs of the ''average" child and to permit of this "normal" progress through the grades. The actual progress of our pupils through the grades is a matter of great importance and significance from the point of view of the child as well as of the school system. A pupil who fails to be promoted or to progress "normally" is obliged to repeat the work already covered. His progress is "retarded," he becomes overage or older than he should be for his grade. If such failure is frequent the pupil finds himself at fifteen or sixteen in a comparatively low grade. He drops out, is elimi- nated. Failure to progress normally means the repetition by the pupils of work already covered, and such repetition means twice or thrice the educational cost of a given amount of instruction. Failure to progress normally means congestion or overcrowding, particularly in the lower grades. Failure to progress normally means also the probable elimina- tion of very many pupils and their entrance upon the life of the outside world with only a fifth or sixth year schooling. Last, but even more vital, repeated failure to progress upon the part of pupils means a loss of self-esteem, a lack of self-confidence and a degree of personal dis- couragement which must have its effect, more or less permanent, upon the pupils' attitude in their subsequent contact with the problems of after-school life. Retardation, overageness and elimination are the sources of educational, economic and childhood wastage. There are a number of ways in which the progress of pupils in our school system may be measured. Among them are first, the pupils' age-grade status, the relation of the pupils' ages to the grades they have reached or completed; second, their rates of progress, the number of terms spent in school to reach given grades; and third, the current prog- ress as shown by the rates of promotion and non-promotion. Age-grade statistics and grade-progress statistics in that they enable us to determine the extent of retardation existing in our schools and also the probable amount of elimination, are very significant as indices of the efficiency of our school administration, and in large measure show how successful our schools have been in adjusting themselves to the 15 needs and powers of the children. Statistics for the elementary schools in New York showing the ages of pupils with reference to the grade they had reached were first presented in 1904. In that year Dr. Maxwell published in his annual report figures which showed that 39% of the pupils in the elementary grades were above the normal age for their grade. At that time this type of statistics was practically unknown and the publication of such figures by Dr. Maxwell aroused a great deal of discussion. Subsequently it was discovered that New York was not unique in the existence of such a condition, which was found to be common to all school systems in varying degree. Since 1904 this form of child accounting has become quite general, and age-grade sta- tistics now form a regular part of the school statistics gathered by most school systems. Grade-progress statistics showing the rates of actual progress, the time taken to complete or to reach given grades are not so common. Attention is called to the fact that in this study a new form of report was used which made it possible for the first time to gather data not only as to the age-grade status of pupils but also on their rates of progress. The new report blank is reproduced in a subsequent section. The present report gives the results of the analysis of the data sub- mitted by the principals of all the elementary and high schools in the age-grade progress survey made during the spring term of the last school year. The facts presented indicate the urgent necessity of considering the possibility of accelerating the progress of pupils through the grades by a more scientific method of grading than obtains at present, by a more purposive and comprehensive attempt at adjustment of course of study and instruction to the needs and powers of our pupils than has been made to date and by the adoption of a more flexible scheme of pro- motion. 16 II— THE AGES OF PUPILS IN RELATION TO THEIR GRADES The most general method employed in studying the progress of pupils through the grades for anj^ given school system is the compilation and analysis of age-grade statistics which show how many pupils there are of each age in each school grade. This section of the report presents an analysis of such age-grade data compiled from the reports submitted last March by the principal of each elementary and each high school. L Distribution of Pupils in Elementary Schools According to Ages and Grades Table I shows the distribution of pupils in the regular grades of the elementary schools according to their ages and to the grades they entered on February 1, 192 L The totals across the bottom of the table show the number of pupils in each grade and the totals in the column on the right tell the number of pupils of each given age in all the grades. The table reads as follows: There were in the lA grade on February 28, 21 pupils who were under five years of age, 294 who were between five and five and one-hailf years old, 12,588 who were between five and one- half and six years old, and so on. Table II shows the distribution of pupils in kindergarten classes and in special classes according to age and type of class. Figure 1 shows the number of pupils of each age out of every thousand children in the elementary grades (inclusive of special classes). It reads: Out of every thousand pupils on register, 8 were between four and five, 52 were between five and six, 104 were between six and seven, 111 were between seven and eight, 113 were between eight and nine and so on The data shown in the diagram may be read as percents as follows: 5,2% of all the children on register on February 28th are five years old, 10.4% are six years old, 11.1% are seven years old, and so on to three-tenths of one percent, who were sixteen years of age. The num- ber of those who were seventeen and who were eighteen and over was so small proportionately that they do not appear in the diagram. 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(M (M CO 03 in CO -H 1-1 CO in : ^ CO CD t^cDCDOOOINOSlOasOOO-^C^COO in ^ 1—1 1— 1 : : : 1—1 ; ; iM (M Tt< Tt< CO Ot^iOCn-Ht^lNCOOJOOiOTtfC^liNlN t^ IM O oc5ioooiococ— 1 1-^ CO IN 03 00 t^COt^OCOCOOOOlOiOCOCOi-HlMi-Hi-lrH IH (N l-H 1-1 l-H (N 02 t~ CO rt "5^?:;:^:^:^:^::^::?;::??^:^:^ ^S l-iOCDCDt^I>0000010300^'^'NIMCOCO^Tt0 CD CD t^ t^ 00 00 o bO T3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 T t 7°^ 'o <; 5:^:^:^^:^^^::?;^^ ^ ^ :s 1-* in lo CO CO t> l> 00 00 05 o; O o ^ '^ 0\ (N CO CO Ttl Td in in CO CD t> t^ 00 00 18 ■H r- . rf ^ CC CO c^ CO r- t^ 1.0 (N 03 01 ^ OOOlMiOt^COiOCOCO- H CO >o CO CO 00 CO ?? t- - "O 35 C •c C ^) rt Tt COOOTCOJCOt^t^CDi-HOOI^OOCOi-Hi- •^ 7i 5 - - 30 05 >0 00 ■0 t~ 00 N -H rtO-HOwOOO00"0rt a> ■^ CO -t* C^ rt I-H i-H »-H I-H I-H I-H I-H I-H I-H I-H CO H *" H —1 a .jj 1 r^ 5 '^ : ^ : CO :i^(NlNiMiOO-*'(N 00 K 2 -E ^ CO -S "3 : i-H I-H ;i-HNcoco(Mcoi^O(N ■* "3 • i. cc CC g £ =tj ; ; ii-HrtOicDi-HcoOoocoi- CO a Tfl a c < CO C<1 I-H ^ 1 oi =a '5 y, ^ tion aoti tie :THi-Ht~T», ■* t^ oc t^ Tf Tf 00 CO t^ T)< 03C^r^lM-HOCD>0 0105Tl-COl^t~00Co ■* CO CO ^ •# 00t^00COO5i-HCDO5O3CD(N 00 •^ ^ oq S Q CO 0.13 m r" '^l 1-t cc I-R ^ 00 00 CO (N r^ iO(M(MiOOlMiOCOCD-t<-f-+ a- Tt 't 0: a CO CO t^ —1 CO -f CO ■* 05 IM IN I-H rtOi-Hrt-HOOiOOOOTli.- CO cm" J c^ ^I CO oa t^ ^ cr CD 00 00 CO W i-i ,-H l-< ^ CO ■S -S r-c CA c^ o 1— t I-H w M K CM r-> ,^ ce 10 & -f iC lO CO ffl t^ t^ 00 00 03 05 -H i-iW(NeocoTt<^ioiooo t^ t^ 00 00 C3 < ~f :^^ \N IS" :? :s! :^ ::s :j: ::?; i?; :^ ::^ ::s ^ H ■* ^ m "C c r- r~ 00 00 05 03 - ^ C<1 CM CO CO '*' -t "O I-H ?-H Ji; CO CO t^ 1^ 00 00 19 Figure 1 — Distribution of Pupils per Thousand in Elementary Schools According to Age 2. Variability in Ages of Pupils Within the Same Grade One of the first characteristics to strike the attention upon inspec- tion of Table I is the extreme variabihty in the ages of those who are in the same grade. In the lA grade, for instance (Coh 2, Table I), the children are of thirteen different ages, a range greater in years than the time required theoretically to complete the elementary course. In this grade there are 21 pupils under five, 12,882 between five and six, 27,583 between six and seven, and so on down to 66 who are between twelve and thirteen, 45 between thirteen and fourteen, and 50 scattered between fourteen and eighteen. Taking the 8B as another instance, we find 10 pupils under eleven, 381 between eleven and twelve, 3,886 between twelve and thirteen, 12,614 between thirteen and fourteen, and so on down to 675 over sixteen, 92 seventeen and 11 over eighteen. The other grades show a similar variability. The wide range of ages which are represented in the pupil groups within the same grade is more clearly brought out by Table III which shows the percentage of pupils in each grade of each age. Pupils of all ages are found in almost all grades. A range of more than ten years exists for each one of the grades. Figure 2 shows graphically such data as well as the existing overlapping of ages for the first half of each school year. 20 oa I CO Ol 00 C3 05 CO IN CO O ] id d -H CO 1 --1 lO IN 1 1 OS O C^ -^ O *^ 1 p CO CO IN lO 2 1 N d t>-' 00 i-< 1 : .-1 •* CO 1 — 1 IN ■* O O OJ [^ ^_^ n ■* O l> IN Oi O >0 1—1 O 1 d d CO id CO CO d cj 1 -H CO CO .-1 1 rfocqoom-HTCO < O O C^, lO 00 lO CO iC C 1 1 d IN d id oj d IN d ^ CO (N ■- i Tt<00O5t^O2lOCO'-l Tt< n OCSCl'-'I^i-iiNCO o 00 1 d i-> m' IN d -H M d rt T IN .-H d 1 « -HTticOOJt^cOCOCCl CO 1 iS N 00 p t> 00 (N ^ o < ! c d'l-l i-H j :c 00 ^ c u- oc •M Tl0-*l^OO pa C^ 1 c cc ^ (c-;>-<'ne^'-;ppo r~ ^ ir oc dco'-dddddo 1 ir |^ 1 ' IN Tt c c OW050^C<»0^'HO •< c cc ot If ro05I^C<5(N'-iOOO M 1 c c Cv r> ira-nddddddo 1 CV •- • 1 g c^ ot ir a O'^-'-^OiCOM'H w = Tt cc •- oot^co^pppp •-I c c IJ- ■^ cc r^dd'ooddd 1 cc CV ■ •* Tt< •^ If ^ C\ c S5?53§8SSg <>. c' c t> a c Cv ddddddddc (^ «■ 1 cc (- < J ■1 oc 1 a ot c 2 I IS 1 7 T If 1 C£ 1 >0 h- 3 a 1 > c (X 21 3. Median Ages and Upper and Lower Quartiles for Ages or Pupils in Each Regular Grade While the age distributions presented in Table I are very valuable, it is trying to read and difficult to grasp the details. Such statistical presentations involving large arrays of figures are therefore put into sum- marized form. The most useful single summary is an expression of the general trend or tendency of the distribution under consideration. Table IV which follows, presents therefore a condensation of Tables I and III for regular grades. It shows the median age of pupils in each of the grades. While there are several measures used to describe the general trend of a distribution, in this case the median is the most useful one to employ. If one examines the distribution of ages for each grade in Table I it will be seen that the number of pupils of each age increases rapidly to a maxi- mum, and then falls off slowly toward the higher ages. This is illus- trated in Figure 2. Such a distribution of the frequencies of ages is called a "skew" distribution. It is skewed or twisted from the normal curve of distribution, in which the rise to a peak from the lowest ages would be at the same rate as the fall from the maximum towards the highest ages. In such cases as our distributions then, it is desirable to use as a typical expression of ages in each grade a measure which is not affected by the few pupils who are extremely old for their grade, as would be the case if we used the arithmetical average. The median is there- fore employed. It is the middle measure of the distribution, or more exactly it is the point in the distribution above which and below which there are an equal number of pupils. For instance, in the table we see that the median age in the lA grade is 6 years, 5 months. This means 22 . that 50% of the pupils are younger and 50% are older than this age. The table also gives the lower or first quartile and the upper or third quartile. The lower quartile marks the point in the distril)ution below which are found 25% of the pupils and above which are 75% of the cases. The upper or third quartile marks the point above which are 25% and below which are 75% of the pupils. The cases between the first and third quartiles constitute the middle 50% of the distribution. The table shows the range of ages for this middle 50% or the distance between the two quartiles. TABLE IV— MEDIANS, UPPER AND LOWER QUARTILES FOR AGES OF PUPILS ENTERING EACH REGULAR GRADE— ELEMENTARY SCHOOLS Differences Lower Upper Range between Grades quartile Me dian quartile middle 50 % grade Grade medians standards Yrs. Mos. Yrs. -Mos. Yrs. Mos. Yrs. Mos. Mos. lA 5 11 6 5 6 10 .... 11 G - 7 IB 6 4 6 9 7 4 1 4 &Vi- ^V2 2A 7 1 7 7 8 1 1 10 7 - 8 2B 7 .5 7 10 8 8 1 3 3 -'A- S'A 3A 8 1 8 7 9 4 1 3 9 8-9 3B 8 .5 8 11 9 9 1 4 6 83^- 9}^ 4A 9 1 9 8 10 7 1 6 9 9 -10 4B 9 r> 10 1 11 1 7 .5 914-101^ 5A 10 1 10 9 11 9 1 8 8 10 -11 SB 10 6 11 2 12 2 1 8 5 IOI2-IU2 6A 11 1 11 9 12 10 1 9 7 11 -12 6B 11 6 12 2 13 2 1 8 5 11,^-12^ 7A 12 12 9 13 S 1 8 7 12 -13 7B 12 .5 13 1 13 11 1 6 4 12i^-13J^ 8A 12 9 13 6 14 4 1 7 h 13 -14 SB 13 3 13 10 14 7 1 4 4 rs^i-UA 9A 13 1 13 10 14 6 1 5 1 14 -15 9B 13 .5 14 1 14 9 1 4 3 14.14-1614 The table shows that of the pupils entering the lA grade, 25% are 5 years 11 months or younger, 50% are younger than, and 50% are older than 6 years, 5 months, while 75% are younger and 25% are older than 6 years and 10 months. A span of 11 months takes in the middle 50%. In the 8B grade, 25% of the entering pupils were 13 years and 3 months or younger, while 25% were older than 14 years and 7 months. Simi- larly with the other grades. The pupils cluster most closely about the median in the lower grades. In the lA the range of the middle 50% is but 11 months. This gradu- ally increases upward through the grades until it reaches a maximum in the 6A grade with 21 months or 1 year, 9 months. The range then subsides until the 8B, where it is 16 months. The next to last column of the table shows the differences between grade medians. The difference between lA and IB is but 4 months; that between IB and 2 A is 10 months; that between 2 A and 2B is only 3 months. There is an alternation of small and large differences through- out the sixteen grades. The differences between the first half and the second half of any school year are smaller than the differences between the last half of one school year and the first half of the next school year. 23 ^ la 15 m 2B M 25 4a 46 SL 56 wL 46 iiL 15 aa Sir fiipi/s ,n Ca-ch dt id to 36 4, Age-Grade Standards In order to increase the educational experience of as many children as possible before their elimination from school and to accelerate their progress through the schools, certain age limits have been set up for each grade as age-grade standards. The various standards used in this City since 1904, when age-grade statistics were first reported, are shown in the following table: TABLE V— AGE-GRADE STANDARDS USED IN NEW YORK— 1904,-1921 School year 1904-1912 Grade 1913-1914 1915-1920 1921 1st 6 to 8 years lA 6 to 7J^ 6Hto 7H 6 to 7 IB 6J^ to 8 7 to 8 6J^ to 71^ 2d 7 to 9 " 2A 7 to SV2 7Mto 8M 7 to 8 2B 71^ to 9 8 to 9 7J^ to 83^ .3d 8 to 10 " 3A 8 to 9H 81^ to 9K 8 to 9 3B 81^ to 10 9 to 10 8}^ to 91^ 4th 9 to 11 " 4A 9 to lOJ^ 9M to 103^ 9 to 10 4B 91^ to 11 10 to 11 QYs to \0]4 5th 10 to 12 " 5A 10 to 11^ lOJ^ to 111^ 10 to 11 5B 103^ to 12 11 to 12 lOJ^ to 113^ • 6th 11 to 13 " 6A 11 to 121^ 111^ to 12}^ 11 . to 12 6B 11}^ to 13 12 to 13 llj^ to 12}^ 7th 12 to 14 " 7A 12 to 13>^ 12J^ to 131^ 12 to 13 7B 13J^ to 14 13 to 14 123^ to 133^ 8th 13 to 15 " 8A 13 to 141^ 13 K to 14 J^ 13 to 14 8B IZVi to 15 14 to 15 133^ to 143^ 24 From 1904 until 1913 the grade standards were arranged by years rather than by half years. Fl'om 1913 on, the standards were arranged by half years. The old yearly standards of six to eight years of age for the first grade, seven to nine for the second school year, etc., were not so exacting as the later half yearly standards of 6 to 7 3^^ years of age for lA, 63^ to 8 for IB, etc. this was due to the fact that on the earlier basis all the pupils in the first half of any yearly grade were given the advantage of an extra half year before being called "overage." The change to the 1913 l^asis represented a setting up of a higher standard. Both sets of standards, however, were substantially the same in that they represented the up-to-1534 limit for finishing the 8B grade. In the school years 1915 to 1920, inclusive, standards used related to the ages of the children at the close of each term. They represented an up-to-15 standard for completing the SB grade, which was severer than the standards used up to that time. The standards used this year represent the same standard, an up-to 15 limit, but the ages are taken as at the beginning of the term. The data show the ages of pupils upon beginning the work in each grade. Table V shows the age which is considered normal for a child upon enter- ing each of the grades. In the lA grade the normal entering age is from 6 to 7. As a general rule most of our pupils enter school at six. The Compulsory Education Law does not require the enrollment of a child before the age of seven, so that in fixing the normal age for entering 1 A one year is allowed. The normal ages for the succeeding grades are deter- mined by adding a half year to those of the preceding grades. A child who enters a grade within the age limits set up as normal for such grade is considered of "normal age." A pupil who reaches a given grade below the normal age is regarded as "under-age." A pupil who is older than the normal age for entering the grade is classed as "over- age." For instance, the age limits for beginning the 4A are 9 to 10. A 4A pupil 9 years old but not 10 is normal in age, one who is under 9 is under age, one who is 10 or older is overage. The application of age-grade standards is shown in Table I by means of the heavy lines which run in steps downward across the paper from the lA to the lOB grades. The pupils in any grade column who are reported between such lines are normal in age. Those who are reported above such lines are underage and those included in the figures beloiv such standard lines are overage. The pupils in any age group (on any line) who are reported between the heavy lines are "at grade" for their age, those reported to the left of the heavy lines are "below grade" and those to the right are "above grade." 5. Number of Underage, Normal Age, and Overage Pupils in Regular Grades of Elementary School (a) for the city as a whole Table VI, which is a condensation of Table I, shows for each grade the number of pupils who were underage, normal age and overage on February 28th, and also the extent by which they were above or below the normal age limits for their particular grade. Table VII presents the same data in the form of percentages. TABLE VI- -NUMBER OF PUPILS IN REGULAR, GRADES— UNDERAGE, NORMAL AGE AND OVERAGE Total number Underage Nor- Overage of 3 years Less mal Less 3 years Grade pupils and 2-3 1-2 than Total age Total than 1-2 2-3 and over years years 1 year 1 year years years over lA 47,263 21 12,882 12,903 27,583 6,777 4,740 1,181 397 459 IB 62,690 30 18,177 18,207 33,453 11,030 7,785 1,972 717 556 2A 45,901 21 9,469 9,490 24,281 12,130 8,073 2,454 882 721 2B 53,282 1 137 13,473 13,611 26,065 13,606 8,923 2,902 989 792 3A 46,609 1 78 10,066 10,145 22,168 14,296 8,847 3,317 1,169 963 3B 49,834 274 11,882 12,156 22,405 15,273 8,794 3,701 1,531 1,247 4A 45,193 14 255 9,628 9,897 18,832 16,464 9,158 4,102 1,829 1,375 4B 48,665 1 4 469 11,307 11,781 19,814 17,070 9,017 4,311 2,130 1,612 5A 45,466 9. 405 9,552 9,966 17,486 18,014 9,058 4,852 2,485 1,619 5B 46,635 17 705 10,486 11,208 17,463 17,964 8,948 4,996 2,545 1,475 6A 43,501 9 592 9,234 9,835 15,359 18,307 9,135 5,251 2,690 1,231 6B 44,056 29 807 9,923 10,759 15,881 17,416 9,076 5,154 2,487 699 7A 42,010 2 38 971 9,300 10,311 14,836 16,863 9,180 5,573 1,837 273 7B 37,135 2 47 1,075 8,421 9,545 14,167 13,423 8,509 4,002 813 99 8A 34,839 1 73 1,474 9,357 10,905 12,779 11,155 .7,931 2,736 427 61 SB 29,914 1 120 1,505 8,525 10,151 11,832 7,931 6,015 1,629 246 41 9A 5,304 2 106 1,019 1,887 3,014 1,583 707 557 124 26 9B 3,923 5 101 1,003 1,495 2,604 979 340 277 55 7 1 lOA 134 — ■ 17 54 71 50 13 11 2 lOB 94 9 35 44 37 13 13 Total 732,448 14 569 10,867 175,153 186,603 317,053 228,792 134,047 58,314 23,207 13,224 TABLE VII- -PERCENTAGE OF PUPILS IN EACH GRADE THAT ARE UNDERAGE, NORMAL AGE AND OVERAGE Underage Nor- Overage Grade 3-4 Less mal Less 3 years and 2-3 1-2 than Total age Total than 1-2 2-3 and over years years 1 year 1 year years years over lA .04 27.26 27.30 58.36 14.34 10.03 2.50 0.84 0.97 IB .04 29.00 29.04 53.36 17.59 12.42 3:i5 1.14 0.89 2A .04 20.63 20.67 52.90 26.43 17.59 5.35 1.92 1.57 2B .0.002 .26 25.29 25.55 48.92 25.54 16.75 5.45 1.86 1.49 3A 0.002 .17 21.60 21.77 47.56 30.67 18.98 7.12 2.51 2.06 3B .55 23.84 24.39 44.96 30.65 17.65 7.43 3.07 2.50 4A 0.03 0.56 21.30 21.90 41.67 36.43 20.26 9.08 4.05 3.04 4B 0.002 0.008 0.96 23.23 24.21 40.72 35.08 18.53 8.86 4.38 3.31 5A 0.02 0.89 21.01 21.92 38.46 39.62 19.92 10.67 5.47 3.50 5B 0.04 1.51 22.49 24.03 37.45 38.52 19.19 10.71 5.46 3.16 6A 0.02 1.36 21.23 22.61 35.31 42.08 21.00 12.07 6.18 2.83 6B 0.07 1.83 22.52 24.42 36.05 39.53 20.60 11.70 5.64 1.59 7A 0.004 0.09 2.31 22.14 24.54 35.32 40.14 21.85 13.27 4.37 0.65 7B 0.006 0.13 2.89 22.68 25.70 38.15 36.15 22.91 10.78 2.19 0.27 8A 0.003 0.21 4.23 26.86 31.30 36.68 32.02 22.76 7.85 1.23 0.17 8B 0.003 0.4 5.03 28.50 33.93 39.55 26.51 20.11 5.45 0.82 0.14 9A 0.038 2.00 19.21 35.58 56.82 29.84 13.33 10.50 2.34 0.49 9B 0.127 2.58 25.56 38.11 66.38 24.95 8.67 7.06 1.40 0.18 0.03 lOA 12.69 40 30 52 99 37 31 9 70 8 21 1 49 lOB 9.57 37.23 46.81 39.36 13.83 13.83 Total 0.002 0.08 1.48 23.91 25.48 43.29 31.24 18.30 7.96 3.17 1.81 26 From the above-mentioned tables it appears that out of 732,448 on register in the regular grades, 317,053 pupils, or 43.3%, are of normal age; that 186,603, or 25.5%, arc underage or one or more grades ahead of the grade to which their age entitles them; and that 228,792 pupils, or 31.2%, are overage, that is, one or more grades behind the grade to which their age entitles them. In other words, out of every 100 pupils in our regular grades 26 are underage, 43 are of normal age, and 31 are overage for their grades For every 100 pupils that are normal there are 60 that are underage and 72 who are overage. From Table VII we learn that 18.3% of all grade pupils are overage by one year or less while 23.9% are underage to the same extent While only 1.48% are underage from one to two years, 7.98% are overage by that much. Only 0.08%, a very small number, are underage by two to three years, as compared to 3.17% overage by that amount. There are 1.81% of the pupils overage more than three years and practically none underage that degree. The total number of overage pupils is greater than the total of underage pupils by 42,000, and at the same time the degree of overageness is far greater than the degree of "underageness." The above data are illustrated by Figure 4 which shows the number of underage, normal and overage pupils out of every thousand on register in the regular grades. 4^ 25:;;'y////////-'.::'^ IB v^:x^\nv''y'//My//////'/y/M i m:yA^civ//A^m^ i&\mmit^i^izzzmim^ im///y/.'ym mm:m L^B VMy////y/^:mAV/)v/A 4a ^^ ■•A'i\W\ '^ myyyyyyyyy/yy'M'i.Kr.vA ki jyyy'y.yyyyyyyf-mm- Myyyyyyyyyyyyyy rii /Wa mwy/////////iimziii_ Lfs yyyyyyyyyyym wyyyyy ^, 'i ■i my//:'''^\f;iyyA'yyyy'yA i^ v..mi^v;^'y:y'yy^ tiv wyxw }iL.i) ziw^^M^i^ss^ma^m a ^3) n6.2) j^nr isms&MMi^jvr^^ "rmr mammim^ qg m . hvyyyyyyy yyyyyyyyyyyyyyyyy v/,yy'yyyyyyyyyy/vyy/yyyA a g. K) 'ih\ LU . W//////y//////////////////Ajy^ :^^21 30 (c) BY SEX Table VIII shows for each grade the percentage of boys and girls in each age grade classification. It is compiled from the detailed age distributions for both sexes that are shown in the appendix (Tables LXII and LXIII). TABLE VIII- -PERCEXTAGE OF UNDERAGE, NORMAL AGE AND OVERAGE BOYS AND GIRLS IN EACH GRADE Grade Underage Normal Age Overage Boys Giil.s Boys Girls Boys Girls lA 26.5 28.8 19.8 24.7 21.0 23.5 21.7 23.0 21.2 23.1 22.0 23.6 24.3 24.8 30.9 34.2 55.6 69.5 46.1 51.8 28.6 29.S 22.3 27.3 23.6 26.6 23.5 26.9 23.8 26.2 24.5 26.4 25.7 27.2 32.5 34.1 57.4 64.4 53.8 44.8 59.6 53.4 53.4 49.1 47.9 45.3 41.8 41.2 38.0 37.8 35.1 34.5 34.8 38.6 36.7 39.2 29.9 23.2 30.8 33.3 57.9 54.1 54.0 50.1 49.1 46.6 43.9 42.2 40.6 38.7 37.0 37.5 36.9 38.3 37.1 40.2 29.7 26.1 40.4 41.8 13.9 17.8 26.8 26.2 31.1 31.1 36.5 35.8 40.7 ■39.0 42.9 40.5 40.9 36.6 32.4 26.6 13.4 7.3 23.1 14.8 13 5 IB 16 1 2A 23 7 2B 22 5 3A 27 2 3B 26 8 4A 30 ,5 4B. . . 30 9 5A 35 6 5B : 35 1 6A 38 5 6B 36 1 7A 37 5 7B 34 5 8A 30 4 8B 25 6 9A 12 9 9B .. 94 lOA 5 8 lOB. 13 4 Total ... . 24.8 27.2 43.6 44.4 31.6 28 4 prcq ^.fupf. 9 Pe/>ce/>Jifi cf ioyi ^,nA qirll ti inch (^rtiie v.ho dpe undefaoe. nopaal a^^^^^^ n. n> if'GUPe iO. , I-BP'zentc^ovepaGenes^ /n each GPode caused l?/^eG/. ^2r 34 fore were overage. The overage pupils, assiuning that they make normal progress through the grades, will be overage pupils throughout the course. If they lose time anywheres through failure, their overageness will be therebj^ increased. The new form of blank used in our surve}^ permitted an analysis of the cases of the 213,227 overage pupils reported so that the causes for their overage status were readily determinable. Table X shows for each grade the percentages of the overage pupils that were overage because they entered school late, because they made slow progress, or because they both entered late and progressed slowly. For instance, of every hundred overage pupils beginning the lA grade on February 1st, thirty- two were overage because of late entrance, they were entering later than seven years okl, the upper age limit for such grade; fort3''-two were overage because they had not made normal progress. These pupils had already been in school one or more terms and were repeating the grade work. Twenty-six of every hundred had entered late and had also failed of promotion. In the 3B grade for instance, there were almost 14,000 overage pupils. Of these, 2,791, or 20%, were overage because of late entrance. That is, one out of every five overage pupils in this grade had made progress at a normal or more rapid than normal rate. As far as school instruction is concerned these children are normal. On the other hand, more than three out of every five (62.7%) had failed one or more times, so that, while they had entered at the normal age, this failure had retarded their progress and they are now overage. About one out of every six (17.3%) had entered late and were overage at beginning, and this over- ageness was increased by one or more failures throughout their school experience to date. Similarly with the other grades. For all grades combined the table shows that late entrance was responsible for 18.3% of the overage pupils, slow progress or retardation was the cause of 64.5%, while to late entrance and slow progress com- bined was due 17.2% of the overageness. It appears then, that, for the great majority, probably about 70%, overage signifies slow progress or actual retardation. 7. Age-Grade Distribution of High School Pupils Table XI gives a distribution of the pupils on register in high schools on February 28th, according to their ages and grades. The totals in the column to the right show how many pupils of each age there are in high schools, while the totals across the bottom of the table show the number of pupils in each high school grade. Figure 11 shows tlie distribution of high school pupils according to age. It reads: out of every thousand pupils. 1 is eleven 3'ears old, 23 are twelve j^ears of age, 153 are thirteen, and 292 are fourteen, antl so on, clown to 22 who are eighteen, 5 nineteen, and 3 who are twenty years and over. The age standards fixed for entering the successive high school grades are shown in Table XI by the heavy lines running in steps down across the page. The standard for entering high school, first term, is from 14 to 15, and the second term from 143^2 to 153^, etc. Above the heav)'- lines the figures show those pupils who are underage for their grade, 35 TABLE XI- -DISTRIBUTION OF PUPILS IN HIGH SCHOOL ACCORDING TO AGES AND GRADES— FEBRUARY 28, 1921 Ages lA IB 2A 2B 3A 3B 4A 4B 5A Total Under IIJ^ 9 54 317 959 2,415 4,014 8 15 87 314 1,073 2,184 3,416 2 3 22 106 532 1,187 2,401 2,926 1 3 11 86 316 916 1,628 2,388 1 3 11 43 207 559 1,297 1,591 2 14 66 223 618 1,155 1,539 1 1 6 38 166 408 697 794 1 1 6 27 95 235 539 721 860 1 3 6 8 15 24 50 38 19 llj^ to 12 73 12 to 12J^ 430 121^ to 13 1,394 13 to 13M 4,120 13K to 14 ■ 7,760 14 to 141^ 4,142 2,846 11,161 14M to 15 3,273 1,963 11,523 15 to 151^ ..... 1,743 834 417 156 70 24 11 9 1 1 8 18,030 2,568 1,608 10,844 15}i to 16 1,088 594 242 126 42 40 13 4 4 15 14,501 2,186 1,364 9,113 16 to 16^ 951 463 257 102 37 13 13 2 14 13,207 1,491 920 7,607 16Ji to 17 752 402 187 80 36 22 9 28 10,415 1,206 783 5,278 17 to 17}^ 507 262 133 54 24 7 23 7,133 696 476 3,751 173^ to 18 421 190 87 28 13 29 6,374 692 425 2,244 18 to 181^ 217 116 64 22 31 ?,733 26 13 1,159 1834 to 19 .... 210 136 46 50 4,044 551 19 to 1914 10 2 15 211 302 19K to 20 106 20 and over Total 213 77,648 Lower quartile yr. mo. 13 7 14 2 14 9 yr. mo. 14 14 6 14 8 yr. mo. 14 4 14 11 15 6 yr. mo, 14 11 15 6 16 1 yr. rno. 15 4 15 11 16 7 yr. mo. 15 9 16 4 17 yr. mo. 16 3 16 10 17 6 yr. mo. 16 7 17 3 17 10 yr. mo. 16 11 17 6 18 3 Upper quartile TABLE XII- -NUMBER OF PUPILS UNDERAGE, NORMAL AGE AND OVERAGE IN HIGH SCHOOLS Underage OVEH.AGE Total Num- Nor- mal Grade ber 3yrs. 1 year age ] year 3yrs. of and 2-3 1-2 and Total Total and 1-2 2-3 and pupils over years years less less years years over lA 18,030 63 1,276 6,429 7,768 6,988 3,274 2,577 573 94 30 IB 14,501 8 102 1,387 5,600 7,097 5,236 2,168 1,682 368 82 36 2A 13,207 128 1,719 5,327 7,179 4,176 1,852 1,414 359 50 29 2B 10,415 4 97 1,232 4,016 5,349 3,550 1,516 1,154 267 58 37 3A 7,133 4 54 766 2,888 3,712 2,411 1,010 769 187 31 23 3B 6,374 2 80 841 2,694 3,617 1,989 768 611 115 42 4A 3,733 2 44 574 1,491 2,111 1,172 450 333 86 31 4B 4,044 8 122 774 1,581 2,485 1,117 442 346 96 5A 211 4 14 39 88 145 39 27 12 15 Total 77,648 37 704 8,608 30,114 39,463 26,678 11,507 8,898 2,066 388 155 36 between the lines are reported the normal age pupils, while below the lines the entries represent the overage pupils. Table XII shows ih condensed form the same table. It shows the number of pupils in each grade who are underage, at normal age and overage for their grades. Table XIII shows the above-mentioned data in percentage form. From the tables it appears that out of the 77,648 pupils in high school, 39,463, or a little more than half, are underage, that 11,507, or 34.35%, are of normal age, while only 14.8%" are overage. In other words, out of every 100 high school pupils 51 are underage, 34 are normal, and 15 are overage. To every 10 overage pupils there are 23 normal and 34 undierage pupils. 23 153 im ■257 14.6 77 i2 a 12. 13 14- 15 lb andundc i/ed/'S ir IS rq 10 oP age. ' aM over t^/GUpe. 11 AJ/syp'tuTion 0/" J7/s/} icboo/ pupi/s per- jnousand accopd/no yo a<^e. TABLE XIII— PERCENTAGE OF PUPILS UNDERAGE, NORMAL AGE AND OVERAGE IN HIGH SCHOOLS Underage Nor- mal age Overage Grade 3 years and over 2-3 years 1-2 years 1 year and less Total Total 1 year and less 1-2 years 2-3 years 3 years and over lA 0.05 0.03 0.03 0.05 0.03 0.05 0.19 1.89 0.34 0.70 0.97 0.93 0.75 1.23 1.17 3.01 6.63 7.07 9.56 13.01 11.82 10.73 13.19 15.37 19.11 18.48 35.65 38.61 40.30 38.55 40.48 42.26 39.94 39.09 41.71 43.08 48.94 54.35 51.35 52.03 56.74 56.54 61.44 68.70 38.75 36.10 31.61 34.08 33.80 31.20 31.39 27.64 18.48 18.15 14.95 14.02 14.55 14.15 12.04 12.05 10.92 12.79 14.29 11.59 10.70 11.08 10.78 9.58 8.91 8.55 5.68 3.17 2.53 2.72 2.56 2.62 1.80 2.30 2.37 7.10 0.52 0.56 0.37 0,55 0.43 0.65 0.83 0.15 IB . 0.24 2A 0.21 2B 0.35 3A 0.32 3B . . . 4A 4B 5A 0.04 0.90 11.08 38.78 50.82 34.35 14.81 11.45 2.66 0.49 0.19 ^E SA The first term shows the lowest rate of underage pupils and the highest percentage of normal age and overage pupils. The rate of under- age gradually increases upward through the grades, reaching the peak in the last grade. The percentage of normal age gradually decreases upward through the course, reaching its lowest point in the last grade. The rate of overage similarly decreases upward through the course until 38 it reaches the lowest rate in the hist grade. It is to be noted that the number of pupils in the successive grades decreases rapidly. The great- est elimination is in the overage, the next is in the normal, while the underage are retained in school to the greatest extent. For all practical purposes the underage pupils may be considered to be the brightest pupils. The fact that, while elimination effects all three groups or classes of pupils, it shows the least effect upon the accel- erated, may have some significance as indicating the type of pupil most suited or fitted for the average high school courses. 8. Significance of Overageness The outstanding fact revealed by the data presented in the fore- going sections is the variability in ages of pupils in the several grades. Pupils of all ages are found in almost all grades, and a range of more than ten years exists in each one of the grades. In the lower grades of the elementary school are to be found many relatively "old" pupils actu- ally adolescent, while in the high school grades there are many less than fourteen years of age. A grade, for a large proportion of the pupils involved, does not mean a certain age. On the other hand, if inquiry is made as to the location of our ten-year-olds or our twelve-year-olds we cannot assume that they are to be found in the fifth or seventh school grades respectively. Figures 13 and 14 and Tables I and III show such pupils are scattered from the lowest grades to the highest. There are far more pupils out of the grades for which these ages are normal than there are in such grades. While such conditions have been revealed by every age-grade census, yet their common occurrence does not or should not take away from their educational significance. In addition to the difficulties created by such wide differences in ages of pupils within a grade in planning work to suit the needs and powers of the group, the ^S=^^ "I^ 20 31 (d& 106 l§fo 107 221- 3'/Gupe.iT). 2)/sjPiburion c^ ren vsap o/d pxmils pofl-rhousand ^uopddss hofe T&n ucaps ts j-h&no/'jnaJ age. J'oa e/ipiance upon jh&. fifrh qfcude. ioq 55 12 ihl^ Ik Ih SA 3& 4A 4ii 5A 5B l.k 39 presence of so many comparatively old pupils in the lower grades has a more vital significance. This may be seen in an analj^sis of the twelve- year-old group. In the regular grades there were some eighty thousand pupils twelve years old. Table XIV shows how they were distributed from the lA grade, which had 66, to the 9B, which had 393. The table also shows the percentage of the total number found in each group. The table also shows the age such pupils would be upon completing the 8B grade, assuming that such pupils would make normal progress, an assumption that is probably not altogether valid. The twelve-year-olds in the lA would be past twenty, those in the IB would be older than nineteen and one-half, those in the 2 A would be past nineteen, and so on. When we look at Table I we find that there are no twenty-year-old pupils in the 8B grade and few nineteen- or eighteen-year-olds. Pupils do not stay until they reach that age — they drop out generally after fourteen and fifteen. TABLE XIV— DISTRIBUTION OF TWELVE-YEAR-OLD PUPILS BY GRADES Grade Number Percent Cumulative Percent Age on Reaching 7A Age on completing SB Grade reached at 16 lA 66 86 179 288 400 1,032 1,829 3,089 4,852 6,664 9,135 11,908 14.836 14,297 9,357 3,886 1,019 393 0.08 0.11 0.22 0.35 0.48 1.25 2.20 3.71 5.83- 7.99 10.96 14.28 17.79 17.14 11.23 4.67 1.23 0.48 0.08 0.19 0.41 0.76 1.24 2.49 4.69 8.40 14.23 22.22 33.18 47.46 65.25 82.39 93.62 98.29 99.52 100.00 18 171^ 17 16>^ 16 15K 15 14)^ 14 13 12}^ 12 20 193i 19 ISJ^ 18 17,1^ 17 16',^ 16 loM 15 14 13M 13 12M 5A IB 5B 2A 6A 2B •6B 3A . 7A 3B 7B 4A - 4B SA 8B 5A 9A 5B 9B 6A 6B 7A 7B 8A .- SB - 9A - '.'... 9B - Total _ 83,416 100.00 The Compulsory Education Law requires that pupils must be fifteen years and have completed the 7A grade before they may leave school It also provides that pupils may leave at the age of sixteen, regardless of the grades reached. If we take this into consideration we may see from Table XIV that practically 4,000 of our present twelve-year-olds, or 4.69% of the total number, will be fifteen or older when they reach the 7A and, therefore, will find it possible to leave school. The chances are, too, that most, if not all, will avail themselves of the opportunity. Many of these will become sixteen and will drop out before they reach the 7A. The last column shows that the 66 pupils in the lA will reach the 5A at age 16, the 86 in the IB will get to the 5B, those in the 2A will reach the 6A, while those in the 2B will get as far as 6B. 40 i7fi 143 110 &U 56 IT" 11 37 iklk ZZ 3A 35 4A 45 5A SB bA 3'lGUPC i4- J)isj'pi6uj-ion of JT^vs-Y^''^ olds pepj-housomd 5fspadei. flofe. Tw&Jve v&cps is j£& nopmal a^&Pop fhe. 7vi np'^dO: iVl 112 7A 75 47 66 ^A Table XV presents data taken from Table I to show for the over- age pupils in grades lA to 8B, the grades which may possibly be com- pleted by such pupils at the age of sixteen provided they remain in school until that age and provided they make normal progress. The law per- mits a child to leave school at sixteen regardless of the grade reached. It permits him to leave at fifteen if he has completed the 6B grade. The table shows in column 1 that at date of report there are 2,462 pupils sixteen years and over who are scattered from the lA to 8B grades. About three-fourths of these are found in the seventh and eighth years. The remaining six hundred are in the lower grades and in all probability will drop out of school ere long without progressing much further beyond their present grades. For those overage pupils who at date are less than sixteen, the tal)le reads as follows: There are now in the lA grade 4 pupils who will finish the lA by the age of sixteen, 12 who will complete the IB, 13 the 2A, 17 the 2B grade, etc. Similarly for the succeeding grades. The table assumes optimum conditions. First that all pupils will be retained in school. Actually many pupils leave school at fifteen if they have reached the 7A grade. Secondly, the table assumes normal progress upon the part of these overage pupils. While normal progress and even rapid progress is possible, it has been seen that most of our overage pupils are overage because of their slow progress. The table then makes assumptions that view conditions in the most favorable light. Even under such favorable assumptions it is seen from the table that thousands of our overage pupils will never reach the 7th year at sixteen, much less complete the 8B. It means then that thousands of our pupils will be eliminated without completing the elementary course and will drop out of school with a fifth or sixth year education. 41 o (N ■* ^ ■* 00 t^ CO IN CO ^ CO ^^ CO II P3 aDf~iflTt<'n»oo3cOTtio:(Nooorfr~TO ■^(M>O00O(M^lit)0000OClC^I>C0T-H^ rt .-H T-H . ,-1 cq" IN (N (N c4' im' CO CJ CO N --^ i-H CO 03 tD>ooot>i>. rooo]>cooOTtooi(N<:or^»oco l>OC0OiMTto m -# Tt- T-H CO ^ 03 < COOOt^-^C^lCiiOT-HT-HCDt^i-HfN (N(NCOCOTtOOOOOC»CD ^ rt rH =^§ coojoJcoco-aicniMinotcio 03 lO oiO(N'niNcotDOoocnLOTt< Tfl -^ CD i-ii-liMcoiMt^oco 1 : : : ; Tt( CO <; oo^rocDt^'*fcoo3Tf(coco ! : ; : CO 03 CO i-(rtrtrH(McocOTtroi-i CO M lOI>O3NTt<'-li-H00lOTt< 1-1 CO lO i-H T-l (M (M Ca CN Ol rt Tj, coTtio^O(Ni-H»ot^ : ; ; ; : !■: to CO ocoioi^i^ : : : ; ; : ; lO IN C-l Tt( CO i-iimincocotji ; ; ; : ; ; ; : ; ; 0!;;:ii:ii!it: 00 O: ?3 IN Tt( m iM lO 1 : ! i ! : : : ; :^ --I rH (N < <* i i i i j i i i i i i i i i i Tfl Tf o U4 ^2 TPt^tOiOCncOOO>-i(M(NOliC00500JO IN ; ,-ifqTt<-*ioOTt(iot~rtCCi> CO ; 'A r-( i-H t-H (M CO -^ t^ Tt< ; IN cS q g^ a CO 03 fi^ 1 £- H 2 1 ! C II < m < ff ." Tf CO I- " IN _ ci cc cc in IN CO CO OC M CO C^ ^ "3 "o Clt^O^f^t^-HOt^t^OOO'MCO^OCO-r'O'-i— I--! 0>0jmc0lM-*t^O«0'Hi0CRT-TCT>C0-iT)ti-( iii;;;;!i;;; io_ co_ 00 00 CO --i Th" co" "-<" in m oot-icDcocoo>ooo>io ; ; : t : : i ; i i i ; t^co^ioo3c^)OM ;:;;;:;;!;:: I-- t-_ 1^ e^_ in IN ■T co" IN r-T CO co" < iNooiN-HMinoscoooocom : ; i i :■; ; ; : OrHOt^-HtMoOTtirtrt ;;;;:::;:; -H o IN CO C^ CO --i in ■*" co" i>f -h" CO CD 00_ CD ocoooOTpcoO!£>Oit^i> ; ; : ! : : : ■ '■ '■ : o;ooootDt^^->i-HOOT)>ini^cO'^ : ; : : ; : IN 00_ 00_ O ■* 0_ CO ■* IN -H in" CO IN in" rt" rt" o or^^t~iNooMc^f~inot^coco>-i ;iN : ; : : caMcot^^-ioosxt^-^iNi-i ; ; ; ; co_ o_ in i^_ co_ 00 CO CO (N -H -1 in" CO in" "-h" '-^ o o 050>-*oococoo5eoin-<0'H'-i^coo : i : ; : ; t^t^osot^inocO'Hinooco ; : : : : C^_OOT)<_CDOt~'*COincD^c^oqij<'-ie-i : : : ino>iocOT}-<" CD IN r)<" Tiioiint^TH>ncoioco-*'-icoco-^cDrti-ic4r-i ; : Ttir^TtcococoiN'-i ; ; : CDINOOOCOCOiN'Ht-I in" co" rt" -^" CO -< M t-cocDoooN03ins:ooo^Wcooio-*rf-< ; ; : oit^inosr-it-c^cooooin-^c^c^iN ; : : ocsinooincoc^^ in in" rt" o CO 2 m coiNt^inco-*<02coo5-*c^coinocooininM : ; : ooot^oicoooin'- o- 7 7 7 ^ 00 « a 1 ::? a- 1 " c 1 c 1 1 1 ^ IN ' CO CO O) 1 CM IT 1 IT CM 1 :^ C CO r~ in CO IN l» 1 c E- 43 Table XVI presents an analysis of the situation from another angle. It shows for all the overage pupils in the lA to 8B grades the ages of such pupils if they were to remain in school until they completed the 8B grade and if they were to make normal progress. The figures in the last column on the right show a cumulative total. It shows that of the overage pupils, 94,530 will be sixteen and over if they remain long enough to complete the 8B, that 36,397 will be seventeen or older, and that 13,223 will be eighteen and older. Inspection of Table I shows that the number of pupils sixteen and older is comparatively small. Pupils do not remain much beyond fifteen or sixteen, so that the chances of the 13,000 who will be eighteen and over upon completion of the SB grade to obtain an elementary educa- tion are practically nil. The chances of the 23,000 who will be seven- teen are likewise negligible. The significance then that the presence of so many "old" children in the lower grades has for educational administration lies in the fact that, while in a certain sense it is a partial measure of the progress of pupils in the past, it is a more accurate index of the probable elimina- tion of pupils in the future. While the displacement of pupils with ref- erence to age and grade gives us a measure of the past success, or rather lack of success, of the school in adjusting its efforts to the needs of the pupils, it also points out forcibly the urgent necessity of such adjust- me~nt, and it raises serious question as to the validity of the assumptions that underlie our present system of school organization and grading. 44 Ill— RATES OF PROGRESS THROUGH THE GRADES The foregoing section of the report has presented the conditions existing with reference to the relation between the ages of pupils and their grades. The determination of such age-grade status results from the application of age-grade standards that are based solely upon chron- ological age. The use of such age standards as a measure of pupils' progress or retardation is an essential element in the scheme of chrono- logical grading which has prevailed to date. It assumes that overage- ness is synonymous with backwardness or i-etardation, and that an under- age pupil is always an accelerated or bright pupil, and that chronolog- ical age is in all cases a function of mental age or ability. Objection against the application of the age standard to measure retardation was raised by some educators years ago when age-grade statistics first became the vogue. Superintendent James M. Green- wood, of Kansas City, in the September, 1908, number of the Educa- tional Review, voiced his criticism as follows: "The only correct way to estimate retardation or the slow movement of a pupil is the length of time it takes him to do a year's work. It is not a question of age without respect to progress but it is one of time required to do a given amount of work within a specified time without regard to age. Suppose two boys enter college, one sixteen and the other nineteen years old and each one completes the four years' work on time. Now would anyone claim that the older boy was retarded? So, if a child begins the regular grade work at eight, and he does a full year's work each year till he completes the elementary course, that child is not retarded and it would be puerile to class him as a backward pupil. The only clear cases of retardation are those in which pupils are kept longer on a certain unit of work than is prescribed in the course of study." Others also argued in favor of the adoption of progress as the cri- terion of retardation. As will be shown in a later section, a child of normal age does not always mean a child who has made normal progress, neither does an underage pupil always mean an accelerated or bright pupil, nor an overage pupil a backward pupil. To the extent to which the assumptions underlying the classification according to age-grade status are incorrect, age-grade statistics fail to reveal the actual condi- tions that obtain with reference to the progress of pupils. Age-grade statistics should then be supplemented b}^ a study of the rates of progress of pupils through the school. Such a study depends upon the maintenance of adequate pupils' records, and it was the inade- quacy of such records years ago, coupled with the fact that age-grade statistics required only a minimum of effort involved in determining the ages of pupils according to grade, that led at that time to the adoption of the age standard as a measure of retardation. New York City schools, however, have maintained permanent or continuous pupils' records for some time past so that the necessary data for a progress study were available. The report blank used in the present survey (see p. 63) accordingly made provision for the reporting of the number of pupils in each grade according to the number of terms they had been in school up to the date of entrance upon their present grades. Particular stress was placed in 45 the instructions to teachers that care be exercised by them in deter- nrining from the record cards the number of terms the pupil had been in school. It was recognized that, in view of the fact that many of the pupils were foreigners who had had some degree of schooling in their native countries and that many pupils entered our schools from out- of-town school systems, numbers of our pupils would have incomplete or broken records. A "no complete data" column was provided on the blank and no attempt was made to include such pupils in the classifica- tion by terms. Over twenty thousand pupils were so recorded, almost 3% of the entire number reported upon. 1. Distribution of Pupils According to Terms Spent in School Table XVII shows a distribution of the pupils in each grade accord- ing to the time they have taken to reach such grade as measured by the number of terms of instruction they had had up to February 1st, the date of entrance upon their present grades. The table reads as follows: In the lA there were, out of 46,838 pupils reported upon, 30,711 who entered on February 1st without any previous instruction, 14,248 who had been in school one term, 1,334 two terms, 403 three terms, and so_. on down to one who had been under instruction twelve terms. In the IB, out of the 62,126 pupils who entered the grade on February 1st, 400 had spent no time in school prior to entrance, 47,202 had been in school one term, 8,611 had spent two terms in school, 4,313 three terms, and so on down to 3 pupils who had been in school ten terms. 46 (-> l-> _, rt r~ O OJ CO ^ r^ O X -* ■* IN C^ C5 CD -I CO ioo5-^cD'*oo-HO--irooo^-iO'ONxc2=ojj>2'2"^" CO'CCl'Nt^CCr^t^'N'-HCSJlOOOC^It^CiCiCOt^C'JTf'-H o -H rr c." -^ o co — i o h WCOC0»OCCUtlCC»OCO'^CC'^CO-^COC0^^ r^ ; ; ; ; -t< lO CI M c CD -i< ; : : : ^ -t o < ; ; ; ; ; ; 1 ; : : : 1 ; ; w o C'l CO IN r^ X CO CO : : : o ;;;i;;:;:::;;: ^^c^ -f N ; ; ; o t— » . , . . . ; ; ■ ■ i^fM^coOf^co o CD -H O CO m : 1 "-1 o eq IN N Tr o in CO C-I '- CO on Oi CO o 03 i.o -H IN CO : o i i ■n -»^ CO rt lO >o o ^- rt m OC ro -i< ^ IN — 1 o o ic "O r-i Tf IN t^ CO -H CO CD ".0 M -H ; (N ffl ro -< CO CO t^ i-H CO -* CO CO CO . (M 00 CO IN in IN O Ttl Tji IN >-H CO Tf -Hoc^mijit^oocor^'-iooco ; X IN « rt .-1 O CO o -t<00^'-<00-*CO -H CO c t^ -ri CO C-1 -1 CO ocooococoioooco(Ncoo503co : : : ■ t^ O00OIN'-lt^02'-l^'^'^-< f"-! ■ ; e IN!NCOt1<005'23!:0'-i^ ■• (N IN 1^ CO C^ •-I X cDcocO'OcOh-coiNt-r;'-''<^J'-*'-' ; i i ; i ■ ^lOrrOi-HOi^'-if'JiN :;!:;;; IN CO ^ en ■"i Mt CD IN r«< CO -^ ■* coOiOcDOiN'-iiOTt'OrHC-irt : : i : ; ; : ; ; o in o ^ X a IN IN C5 CO -^ IN i-H --^ o CO CO CD --1 i-H lO cocoocoe^O'OOO'Hco : : : : i ; : : ; s .-H CO •rt< (N 00 »o t^ -^ i-t C srade Sp aceofdi/io to papois apJjaP ieapj a schoo/ The same variability in progress is seen when we examine the grades attained by the pupils who have spent the same length of tune in school. Taking the group who at February 1st, 1921, had spent ten terms or five years in school. This group, numbering 34,201, started school at the 50 same time five years ago and if they had all made normal progress they would all be in the 6A grade. Instead, as shown in Figure 18, we find them distributed from the 2A to the 8B grades. Out of every thousand such pupils there are 4 who have not passed the 2B grade, 9 who have reached the 3A, 24 the 3B grade, and so on up to 304 who have reached the 6A the grade which pupils with ten terms of schooling should reach. Some have gone beyond this, 108 out of every thousand reaching the 6B, 46 the 7A, and so on up to 4 who have reached the highest grade in the elementary course. Out of every thousand 518 are "below grade," 304 are "at grade" and 176 are "above grade." §0 2.b' 3A 3& 4A and 45 156 ^Ob 5M 'm 36ap& id ^/sfpiiupon oCpuD/fs ouf o/ evepij fJioasoJid. who md spenj yen jepms OP haJf yeaps in school accopdinG -fo spaois j>eached. TK 106 W 4(9 QPadp. Penr.he.d.. 7k Y5 Ck OD Consider the number who had been in school sixteen or more terms or eight years, the "normal" time required to finish the elementary course. Disregarding those who were in grades above the 8B and had therefore completed the elementary course, we find 40,319 pupils who had not completed the course. Such pupils were distributed in the grades from 2B to the 8B. As Figure 19 shows, out of every thousand such pupils 7 had not completed the 4B, 14 were in the 5 A, 29 in the 5B, 52 in the 6A, and so on up to 295 who were in the 8B. 51 J)/sjpihuTion amonajhe. spades Q5to66) oF pupils who A are. had ^/xpeen or more jerms oP schoolinG. r ~r Z6-4B l'\ II 5b lok lib lt4- E30 m 5A tB 7A 7& In calling attention to the variability in progress as shown in the table, it is not the intention to give the impression that there is no rela- tion between the number of. terms spent in school and grades attained or completed. On the contrary, despite the variability shown b}^ extreme cases there is a close relationship between these two elements. This is to be expected inasmuch as the underlying plan of the school system provides that pupils advance one grade each term. A measure of such relationship is obtainable by determining for the distributions in the table the coefficient of correlation. If every child advanced one grade each term the coefficient of correlation would be 1.00, that is perfect correspondence. This, however, is ideal for we realize that many pupils fail for one reason or another to progress regularly. In computing the coefficient of correlation for the distributions in Table XVII the quantities in such table were reduced for the purpose of simplifying the calculations by dividing each number by 100 and dis- carding fractions less than five-tenths. The formula proposed by Ayres was employed. This formula, which provides a shorter method than that customarily employed, is as follows: Sum of products of subject and relative items minus Average of subject items X total of relative items r ^ : : Sum of squares of subject items Sum of squares of relative items minus Y minus Average X total of these items Average X total of these items In the table the number of terms was the subject series while the grades were the relative series. The resulting coefficient was 0.93, which may be interpreted as indicating the extent to which length of time in school means higher grades reached or vice versa. We are not, however, so much concerned with the degree of relation- ship existing as we are in determining the average rate of progress shown 52 by the pupils involved; for instance, how long (in number of terms) has it taken the average pupil to cover the work of one grade, and sec- ondly, how many grades or what part of one grade has the average pupil completed in one term. This is a more complete method of describing the existing relation- ship, and is indicated by the coefficients of regression which measure the amount of change in the first series (terms in school) that corresponds on the average to a unit of change in the second series (grades attained) or the change in the second series that corresponds to a unit of change in the first series. From the Ayres formula the coefficients of regres- sion for the distributions in our grade-progress table were computed and found to be 81 and 108. This means that the pupils have on the average progressed 0.81 of a grade for each term in school while on the other hand they tend to spend 1 .08 terms for each advance of one grade. 4. Number of Pupils Who Have Made Rapid, Normal and Slow Progress (a) FOR the city as a whole Tables XVIII and XIX present in condensed form the distribution of Table XVII. They show by grades the number and percentage of pupils who have made rapid progress, normal progress and slow progress. It appears that out of 710,653 pupils on register in the regular grades on February 28th, 85,938, or 12.09%, have made rapid progress, 297,821, or 41.9%, have made normal progress, and 326,894, or 45.99%, have made slow progress. In other words, out of every hundred pupils in the grades 42 made normal progress, and 46 made slow progress, while only 12 made rapid progress. The number that made slow progress is four times as large as the number of pupils who made rapid progress. To every hundred pupils that made normal progress 110 made slow progress while only 29 made rapid progress. Any consideration of such facts must take into account the vary- ing degree of acceleration or retardation which may be slight, substan- tial or very great. To say that 326,894 pupils, or 45.99% of all pupils, made slow progress is true and somewhat startling. We must supple- ment such statement, however, by data as to the degree of retardation if we are to get an accurate indication of the situation. Tables XVIII and XIX also present data showing for each grade the number and percent, of pupils according to the extent of acceler- ation and retardation. They show that for all grades combined 145,357, or 20.44%o of all pupils, are retarded but one term, 76,758, or 10.79%c, two terms, 45,838, or 6.44%, three terms, 26,983, or 3.79%, four terms, 15,508, or 2.18%, five terms, and 16,450, or 2.31%o, six or more terms. On the other hand 58,566, or 8.23%o, of all pupils on register in regular grades are accelerated one term, 18,491, or 2.6%, are accelerated two terms, 5,794, or 0.81%o, three terms, 1,872, or 0.26%o, four terms and 1,215, or 0.17%, are five or more terms advanced. Figure 20 shows such data graphically. 53 t, s >. a XT a- lO Tji 00 1^ IN cn t> in .- O CD IN IN c- >— t < • o o c c lO O 00 ■* ■* o- o c w in en ir in a> 73 03 e^ ^ CO 1-^ IN l> C3 — --I o- _ CO r- CO (N tp ■^ rt" rH ^■" rt (N " in" 1- j-^ CD CD '"' CO -* o- (M ro CO CO CO Tf OS "c co c CO 1.0 rt c c; ■ : 00 E o- c< .-1 O en CO CO -- o CO en o m 00 CO : o lO tM ^ ^ en 00 CO i-H 1--^ c . °i ^ CD en i> CO in ] . o- O O C5 l^ -^ T en CD CO w CO Tf OJ lO en Tf in CO o IN ^ in >- . 't =^. ^. '^ oo_ PL( Qj (N co" IN co" co" -* CO " -#" cr " ^ in" co" ^ p: Tt> o ►:! CO CO ^ CO CO Oi CO 00 CO o in 0- t- IT CO O CD ^ c^ ^ 00 ■* 00 s cc lO m IN CD l^ 1-1 TT t^ ly ir^ lo ca o- o- o in c . s Tt< 03 T)< IN O ^ O CO CO If in rt< o ^ -H N 1-1 in ,-H C^l o Ci IN ^- "^ "- ^ "^^ •- •— 1 y _ co_ oo_ -* t-- _ 1> CO co_ » T) CO ^ 00 (N t>r .-r iC o" t> ' en" CO ' c^ in" i>" Tt m" t- Tt< CO lO Tf CO Tf Tf 00 oc CO cf. CO CO (N T^ ~ O -H o •* "3 tM (N in 03 O Tfi TT 00 --^ c- CO ^ t^ ^ CO c- -H -ii (N S O lO o o C0_ C0_ C0_ 00_^ 00 IT _ in c- _ C3_ en co_ cc CO 00 ■:C Tj (M oo" co" O •* ^ TjT (N Tp" — " co" r-^ co" ^ co" IN IN (N (N OQ (N IN (N C^ IN 1-H rt ^ IN CO 'c: s (M CO CO CO .-H 00 CO -* CO 05 C t^ CO N O- 00 O IN O ^ s £ o cc IN 00 t^ t^ in c CO C^ CO O CO c^ CT IN -^ -^ir IN bO t- !M -* a: C5_ r-<_ IN O^ IN_ Tt CO IT _^ rt__ ffi CO_^ OC _ o- en oo_ o p C 1-- c o co" T)<" co" o" in" CO " o" ■* ' en .-T t>" a- i^" ;? t4 cc -* ~ IM CO .-H c<- y-t Tt in o ^ -- CO O t^ Tf 00 -* CD t^ l> CD t^ C CO OC CO CO f^ CD -^ -* Tji CO CO o •* rf Tt< oi in CO CO CD oc t^ OC T-H .-H CD Tt OC . CO 05 H (N (N ■* CO in Til CD m CO IT 00 CD en i> " IN " in" in CO •s o Oi CO CO ^ m oo t^ CO (N T« in 00 -* CO CO CO CO o o IN Ol T-1 in CO o lo CO r(< C Oi o o c OC CO (N i-H CD ■-^ 0; tH CO 00 Tf O l> CO CO CO . ° '^ _ CD in co_ OC _ c in in -M I> t^ N N a iC 03 rf o ^ t- 00 m I> c t^ CO CD CD c en H IM ■* CO CO CD O 00 CO in as_ o^ in X O ^ ; IP Tt o o in Tf m CO rt in o -H in t> o m 05 IN O l> m Tf< i-H OS ai Cq rt IN ^ C^ IN -T< CO in ■* en CD CD -* r^ m -Js in" O « |1< s N CO O CO O C .-1 CO I> l-< a T-H CO IN ■* <» ■* cq m O: O CO .^ CO C Tf CO O l> 5 TP t^ O) rt rt lO CO o; 00 IN i-H O o i i IN OJ OS ^ e > o Cq IN CC ^ m o- O IC' LO' c (N CO 1 ; ^^ OJ rt CO C^ M N CO IN Tt< CO 05 .^ T3 00 00 O' 0- o o T-H I— ( 54 P3 O O I— I < w o o «; o H w ci o w p o o g s o o o «u H Q o M o <; H IS t. o o r^ . CO o CO in m o 'N o O o X CO CO ■ CO -2 -d ddod-M^ie^c^TTtiiOTjJcoc'i'-ii-^oo ■ ■ M O C-l C X' O -^ ■M "O O Cj lO C^ -1 i-O CO (M O C-l ; ; CO d o rt d c-i -H fc c^i -:t< c'i -r); ^i -jJ c-i ?) c>i d d ' C>1 ^t^lC:DOOOOC<)t^CCCO»OC^CO^GCCOlCCO ; 1^ tc dd'-ic-ic^-*T«inTidt-^dt^citDco'-i!M' o o 2 io-^o»o:o-.ci^CQooa:coo^Oiiooooc<»c:^»o « OS in O O -H t^ O 1^ c-l (N -H iM "-I '5' 03 CD --1 >-; N o t^ o (Ndoo-HCJcodcodoO'Hic— iiooMuiioiOTn o - ^ --o 00 r}< CO lO c; o o CO M o o -Tf N '.D r^ o t^ fj r)-iiOi-it~o ^ o dcO'-iict^»odioc-CDOOi0^05T*^0'-*OOh-^iO i.0O-*ooTft->or^ SinO0:T)<,-iOiM03iM00OOC0i050"*'rt^ § o diOTjSdt^^co'dioNdcodr-coiOThddd ^ ^rHr-Hi-Hr-tr-^C^rH(MC^»OOCOCO IN S ■*oo^5^-cocoffllOOOTt<-1'lOOcolOt^oco ^ -2 d LO co" d in d 1^ M t» c^J CO th d cc CO d CO b^ CO 00 K *o-^:^oc^i^<-fOi(MOr^i~^OC50iocot^ cooocq^cooooooococooot^t^oCQr- o CO H O O < ddd'H'-ic in IN 00 d (!< to S 4) .o.-iO)coccininocDinNcooo«2Tt<6yi^-^-^ o 2 doi-i'-<'^'-i'dooddid:diod>^. ^r^ o 2 o a > E o ;OOOOOOrHOrH-H(NC0 3 5 XI idddddddddddd o ■-= § e 1 : "3 o H C 3 y ppospesi. The rate for normal progress decreases from the lowest grades, where it is highest (see Table XIX and Figure 21) through the grades, reach- ing the lowest point in the ninth year. There is an alternation of rates. While the rate for each school year as a unit shows a regular decrease, it is to be noted that the rate for the "A" term, or the first half of the school year, is lower than that for the "B" term or second half. The percentage of "normal progress" pupils varies obviously with the changes in the percentage of accelerated and retarded pupils. The percentage of slow progress or retarded pupils, as seen in Fig- ure 21, gradually increases from lA and IB grades, where it is 34.4 and 23.4 respectively, upward through the grades, reaching peak in the 6A, where it is 58.9%. It then subsides, reaching a minimum in the 9B grade, where it is 15.7%. It is to be expected that the number of slow progress pupils would be least in the lowest grades. As the pupils remain more and more terms in school the chances for failure cumula- tively increase, and the number is, therefore, bound to be higher in the higher grades. For instance, in the IB, which, according to our stand- ards of normal progress should be reached by pupils after one term in school, there is not as great a chance of failure as the same pupils would have after they have spent ten terms in school. The decrease in the number of retarded pupils in the upper grades, above the 6th year, is due in large measure to the fact that retarded pupils are eliminated in large numbers after those grades are reached. Again it is to be noted that there is an alternation of rates between the first and second half years. The 'B" terms or second half year show a lower rate of retardation than the "A" terms or first half. (c) BY SEX Table XX shows for boys and girls the percentage of pupils in each grade who made rapid, normal and slow progress. In the 2B grade such comparison shows that the girls have a slightly higher percentage of accelerated pupils, a considerably higher percentage (62% to 56%) of normal progress pupils and a considerably lower rate of retardation (32 to 39%), than the boys. In all the grades from lA to 8B this is the case. For all grades combined the girls show superiority over the boys. To every 100 boys who are accelerated there are 114 girls; to every 100 boys who show normal progress there are 108 girls; while to every 100 retarded boys there are only 90 retarded girls. Figure 22 shows this comparison graphically. TABLE XX— PERCENTAGE OF GIRLS AND BOYS IN EACH GRADE WHO HAVE MADE RAPID PROGRESS, NORMAL PROGRESS AND SLOW PROGRESS Rapid Normal Slow Grade Boys Girls Boys Girls Boys Girls lA .... 64.37 . 66.84 35.62 33.15 IB 0.53 0.76 74.06 77.94 25.40 21.29 2A 5.12 5.94 42.87 48.30 52.00 45.75 2B 4.45 4.94 56.54 62.34 39.00 32.71 3A 10.24 11.79 36.00 39.01 53.75 49.19 3B 7.13 7.74 47.20 53.42 45.66 35.83 4A. 11.89 9.40 14.38 10.61 29.40 39.99 31.98 46.13 58.70 50.60 53.63 4B 43.25 5A 14.33 16.25 26.26 29.86 59.40 53.88 5B 11.70 14.22 34.57 38.72 53.72 47.06 6A 15.05 13.26 17.43 14.54 23.76 32.70 26.03 35.93 61.19 54.04 56.54 6B 49.53 7A 18.98 21.17 22.19 22.88 58.83 55.95 7B 16.77 17.35 31.22 34.95 52.01 47.70 8A 26.79 29.88 22.53 22.49 50.68 47.63 8B . 25.26 51.84 25.84 57.10 32.82 21.15 34.56 17.40 41.92 27.00 39.60 9A 25.50 9B 63.24 58.52 22.08 24.96 14.68 16.52 lOA 34.61 36.54 30.77 32.69 34.62 30.77 lOB 22.22 41.79 55.56 37.31 22.22 20.90 Total 11.30 12.91 40.27 43.58 48.43 43.51 58 59 (d) BY SCHOOLS Table XXI shows the distribution of the schools according to the percentage of rapid progress, normal progress and retarded pupils. The table reads as follows: one school has a rate of 46 to 50% of acceler- ated pupils, two schools, 36 to 40%, three schools, 31 to 35%, and so on. The median rate for accelerated or rapid progress pupils is 10.1%. This means that there are as many schools with rates greater than 10% as there are schools with lower rates. The median rate for normal progress is 41%, while that for retardation or slow progress is 45.1%. TABLE XXI— DISTRIBUTION OF SCHOOLS ACCORDING TO PERCENTAGES OF RAPID PROGRESS, NORMAL PROGRESS AND SLOW PROGRESS PUPILS Number of Schools Percent. Rapid progress Normal progress Slow progress 96-100 1* 91-95 3 1* 86-90 1* 81-85 It 1 3 76-80 71-75 .... 66-70 .. 61-65 5 7 56-60 9 28 79 117 99 81 30 16 3 1 4 26 51-55 65 46-50 1 2 3 9 27 45 118 174 91 102 41-45 120 36-40. 82 31-35. . 39 26-30 13 21-25 16-20 .... 1 11-15 1 6-10 1-5 1 Total .• Median 470 10.1 Tc 470 41.0% 470 45.1% * Probationary Schools. t School organized for overage pupils. The wide variation in rates between schools is striking. The extreme range is in retardation where one school has over 81% of its pupils retarded (the three probationary schools are not here considered) down to one where the retarded pupils form but 5% of the total number. The explanation of the differences is to be found not only in the differ- ences in local conditions, such as neighborhood, nationality, foreign population, and in varying school conditions, but also in the fact that in some schools every effort has been made for some time to apply all available means in order that the progress of pupils may be accelerated. The effect of the organization of rapid advancement classes is seen in a comparison of the rates of acceleration of junior high schools with the rates for regular schools. In establishing junior high schools and junior high school departments one aim was to provide opportunities for the brighter pupils to finish the work of the seventh, eighth and ninth school years in two years. Rapid advancement classes are, therefore, a feature of our junior high schools, and to such classes it is customary to send 15% of the brightest pupils in neighboring schools at the com- pletion of the 6B grade. 60 TABLE XXri— COMPARISON OF RATES OF RAPID PROGRESS IN REGULAR SCHOOLS AND IN JUNIOR HIGH SCHOOLS Percent. 1-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40 41-45 46-50 Total Median Regular schools. . . . Junior High schools. . . . 90 1 172 2 110 8 37 8 20 7 4 5 1 2 1 1 1 435 35 9.7% 25.1% Total . . 91 174 118 45 27 9 3 2 1 470 10.1 -70 While the above is not in all respects a valid comparison, inasmuch as in the junior high schools there are in most cases regular school organ- ization with grades from IJl to 6B, the junior high schools show a much higher rate of rapid progress than the traditional schools. The median for the junior high schools is 25.1% as compared with 9.7% for the reg- ular schools. On the other hand, it must be kept in mind that if the ])right pupils, those who usually have made rapid progress or who are most capable of so doing are sent from the "regular" schools to junior high schools, the schools from which such pupils come will tend to have lower rates of rapid progress. Some credit, however, must be attri- buted to the work of the rapid advancement classes in junior high schools in saving pupils' time. 5. Age Grade Status in Relation to Progress As already stated in a preceding section, former methods of study- ing retardation and acceleration considered only the ages of pupils in relation to their grades. The actual rates of progress, that is, the num- ber of terms in school taken by given pupils to cover the work of a given number of grades, were not taken into account because of a lack of data as to the school history of pupils. Since the assumption that an underage pupil is always accelerated and an overage pupil is always retarded is not a valid one, it is desir- able to consider the age grade status of pupils not alone but in relation to their progress. The present section does this. The report blank used, a copy of which is reproduced herewith, classifies the pupils both as to ages and as to rate of progress. By means of the heavy lines on the blank the class group is divided into nine class- ifications. Underage — rapid progress Underage — normal " Underage — slow " Normal age — rapid " Normal age — normal " Normal age — low " Overage — rapid " Overage — normal " Overage — slow " Table XXIII wliich follows presents by percentages for each grade the pupils according to this ninefold classification. Bearing in mind that the data presented are with reference to the entrance of pupils upon the grade specified, we read the table for grade 8B as follows: 61 _ O; 03 C3i £35 a> 03 03 O 05 OJ o o o o o o o o o O o -^^ CiOOiOO^OSOCl oooooooo 9 9 9 o o o OSO^OOCiOOO csdcDodddd cS c5 d d d H OlGiOCJOlO^O^O OCiOOOOOC 2 2 2 o o CO g cot>'-i>-icDa3(Mco COtvoOi-lOCOTH^ O CO ^ 00 o ^TOOffiintNic^a; t--;cooqoq-';Ha3.-Hi>. cq_ t> q cq o ThTOoiiOi-icqaico CD d CO .-I t^ d d d d in .-^ ^ d a5(NTt0 lO O lO iO -^ TT Tji cq rt CO cq tP ►3 p. t— ( w H o o CD00t^O5lOt^CD>O OmcSOCO'^'-'O O 00 ^ m rt ioo;Ti;co^(Na30 q q 00 CO in -; LO t^ T-i t> CO in q lOlClOOt^OOCO 00 CD Tii ^ cq' CO M CO d CO ■ ci ^ cOI>t((iOCOiOC»3tP (MCONCOIMCONCO .-1 cq CO ^ -* 3 i , ■* .-1 O 00 M .-1 ■-( cot^coocoomco Tt< CO in t> CO 'ft b, ■ CD "O CO 05 ■* ^ O cq q (N 00 o o CO i-o q Tt; -; q fIS • ' lO Tti O t-^ CO O LO N d CO d t^ 00 in Tii d d d cq' rH,^^^(>q,-lC- 05 CO Tt; !N CS IC CO cq q i^_ CO --; lo ^^ o rH q CV 00 o o cocdiOTfoioorpco 00 i^ d o6 aj in >-< o cocOTTcoWcococq CO 00 en c^ d E-i rt .-^ C.-1 (N (M cq CO CO CO OJOCOOlOOlCC'-i rtfinocqt^coi-iai Tt< cq o X cq 00(McDt>i-HT-;Ot^ cqt^coi-icqoocqco -; 1 =° CO q oJcJoJr-^^coot-^ cortdcoT^ddo d in i~- CO TP ^ CO 2 i-H 1-1 cq (M CO oq cococooococjcqcq cq o < a > O ft "3 M o o iNOrtOiOOC5iOt> -* CO q t^ t--; q 00 q 00 in CO t- 03 T)< i> CO ic CO -*' oq TjJ cococqcocqcocq'co T-H ,-i c; CO ^ K !3 « , i> o cq o -H o t^ t^Or-(cq--icq-!Hco O CO Tf cq d 1^ ; (N C5 ■* 00 CO 1> C\l q q i> q q t^ CO rt CO CO m y. ■^ 7-i rt ,-i ^ ci r-i cq cq cq rt' .H in ^ p5 2 a "3 OOThiOOOON^ f^t^Tt(l>Tt.t^cDccioc»oqi> cqcqocox-^Oit^ 00 q '^ o o odcocooiodidc^i'-H d 00 CD d in 00 d cj ci 'ir' X CT' tP lOlOiO^-^TflTjiTti COCOCOCOCOCOCOCO cq cq CO ^ O M tPIOCO'C*^CDlOi-( ooccii-icocqrococq >*< O G- i-^ t- H lO lO TJ1 O Ti-l(MTHC^^(Mr-l cqi-Hcqi-icii-icqi-i <1 ft s f— < CO « s s TffcOTHcocot^TrO ooooiooimcqo ^ CO rH cq O O Nqo>iooqoq'j;co l-IOJ^Tjtt^Cqt^TT 00 q CO c t^ !z; Ti<'c5cO'^aicO"d(N ^o6cqi>dt^di-- CO d c o ^ ^ a CO Tt< N CO i-H (M rH c^i CI cq ."3 i , CO 00 cq CO CO CO o — 1 m ^ Tj< CO in in .-1 CD rH CO 00 CO J" o I w (N q -q; lo 00 ^_ q q q q f-. Tf cq t- q 00 Tf CO CO • ' r-i rt' (>) i-i oq' (N' CO cq' ci cq CO CO in -^ d in CO CO cq Ph t^ ft "3 '-ii>OcncDTto N q q cq_ q "O q -;t;qojqqqr-;i-H O t^^ cr. s 03 o r^ ci rt LO cq" ic oq r)< cq'T)oo ■*00cDO00C1Ol^ ^' r-i ^ ci rt" cq ci cq CD Tff 1-H cq ci CO cq q W ft Q 1— 1 an 2 5 s OtHCOOtihOOOOO 03cDOOin00--to O O IN tP oocooococqcico-H 1:^ cq IS N- t^ ; cq CO iM_ !>; q lO q cj t>. q q CO 00 r-; i^ t-. q r- ■^ cq ■ ' oi n' CD 'ct^' 00 CO dod— ;d^.-<'doc iri CO CD -^ 00 rt -H rH rH cq -H tm in o cq a) i I 1 "3 ca ■i t o O 'i.m^-12 10 8 6 4 1 1 2 9 20 "15 "' 16 10 6 8 4 1 2 7 13 49 12 -121^ 13 : 12 47 123^-13 6 7 2 3 2 2 1 17 13 8 2 3 2 3 2 9 2 8 15 6""; 17 63 13 -133^ 1 ; 64 133^-14 17 2 2 1 2 2 15 89 14 -143^ 20 18 5 1 2 2 1 1 1 1 10 15 "17" 3 2 1 93 143^-15 4 27 2 3 13 10 5 1 116 15 -153^ 15H-16 16 -163^ 163^-17 17 -173^ 173^-18 3 7 1 19 2 1 2 1 : 18 4 if 6 7 1 2 89 88 47 17 7 2 Total - t 26 42 66 66 90 84 11 4 92 7 6 61 50 39 810 70 TABLE XXIX— DISTRIBUTION OF 810 RETARDED PUPILS ACCORDING TO MENTAL AGE Mental age 2B 3 A 3B 4A 4B 5A 5B 6A 6B 7A 7B 8A 8B Total G)4- 7 7 - 7' 2 1 2 1 1 1 1 7 7 10 3 13 9 20 2 4 6 20 10 1 4 8 8 20 15 1 1 1 11 9 9 1 1 5 12 9 15 2 1 5 2 12 16 15 1 1 3 6 (') 9 2 5 4 8 3 2 6 1 1 1 4 2 3 27 7H- 8 1 42 8 - 8H 5 9 41 8J^- 9 2 7 76 9 - 91-^ 4 10 4 70 91^-10 4 9 55 10 -10^2 6 1 14 11 71 lOK-U 3 2 2 1 1 16 S 78 11 -UH 2 4 2 1 13 s 53 llJ^-12 10 5 2 1 1 9 5 53 12 -12H 10 7 2 1 2 1 3 1 7 44 12K-13 4 2 6 1 5 1 3 3 4 5 31 13 -13}-2 s 2 4 1 3 4 7 3 6 27 13>^-14 5 9 3 2 1 9 1 2 3 2 6 11 24 14 -liH uyi-15 15 -loH 15}^-16 16 and over .... 2 6 1 5 11 20 20 10 22 43 Total 4 2 6 42 60 66 90 84 114 92 76 61 50 39 810 TABLE XXX— DISTRIBUTION OF 810 RETARDED PUPILS ACCORDING TO THE DEGREE OF MENTAL "UNDERAGENESS" AND "OVERAGENESS" Underage 0VERA>,E Nor- Grade Over 4 3-4 2-3 1-2 lyr. and Total mal age Total lyr. and 1-2 2-3 3-4 Over 4 yrs. yrs. yrs. yrs. less less yrs. yrs. yrs. yrs. 2B 3 3 1 3A 1 18 19 7 3B 8 19 27 11 4 4 4A 16 29 45 14 7 6 1 4B 2 10 30 42 15 9 5 3 1 5A 5 16 ' 35 56 25 9 6 2 5B 1 2 20 16 39 24 21 15 3 3 6A 1 6 21 36 64 21 29 17 4 3 4 6B 2 6 14 31 53 14 25 6 7 6 5 7A 1 1 3 12 16 33 14 29 10 5 7 4 7B 4 7 12 23 9 29 14 5 4 1 sa; .... 5 11 16 9 25 8 6 4 5 8B 1 1 1 4 7 14 3 22 5 8 4 4 1 Total . 2 6 29 134 263 434 167 209 96 44 32 23 14 53.6 20.6 25.8 Table XXIX presents a distribution of the group according to men- tal ages. The heavy lines indicate the ages set up as standards for the given grades. The pupils recorded above the heavy lines are younger mentally than the normal, while those reported below such lines are older orientally than the normal ages for the grades. The data of this table are presented in Table XXX to show the degree of underageness and 71 overageness that is present under the appHcation of mental age grade standards instead of the usual chronological age standards. From these tables it appears that of the 810 pedagogically retarded pupils, 434, or 5.3.6%, are below the normal mental age for their grades, that 167, or 20.6%, are normally placed, while 209, or 25.8%, show mental ages one or more years above the levels of their grades. In other words, more than half of the group who are chronologically retarded have not the mental development which it is assumed is required to do the work of their grades. Actually they are not retarded but accelerated since they are in grades above the level where considerations of ability would place them. The constant pressure exerted to push forward such pupils has served to send them forward beyond the limits of their abihties. No matter what other causes may have been contributing factors in pro- ducing their retarded status, it appears that the most potent factor in the cases of these pupils has been their inferior mental development. ^IGUP' Di6ZPibuzion of 610 retarded pupils zo sbov, de^pce cf imdepa^ness and ovepojjenesi onzhe bus IS cP (\}er>ri \fi OviR. ove'' AGE Table XXXI shows the same pupils distributed according to intelh- gence quotients. The intelhgence quotient or I. Q. is the ratio of mental age to chronological age. A pupil twelve years old whose mental age is twelve would have an I. Q. of 100 (12 t- 12). His mental development has 72 equaled the jirowth of the average pupil of his age. An I. Q. of less than 100 signifies a mental growth less than the average, while an I. Q. of more than 100 indicates a mental development be3^ond the average. The I. Q. therefore, indicates whether the pupils are bright, dull or average. TABLE XXXI— I. Q.'S OF 810 RETARDED PUPILS IN GRADES 2B TO 8B I. Q.'S Grades Total 2B 3A 3B 4A 4B 5A 5B 6A 63 7A 7B 8A 8B 130-139 120-129 110-119 100-109 90-99 80-89 70-79 60-69 50-59 40-49 2 1 1 1 11 13 1 12 20 5 3 10 20 27 5 1 3 1 11 25 20 6 1 1 4 12 34 33 5 3 4 20 36 18 3 3 5 8 33 35 28 2 2 5 14 19 34 14 2 3 3 7 10 25 17 9 1 1 1 1 5 4 IS 16 11 5 1 1 4 11 12 14 6 1 1 1 4 7 11 8 3 3 1 4, 8 21 46 85 174 246 192 32 2 Total ■4 26 42 66 66 90 84 114 92 76 61 50 39 810 52 iq? •Z-l-fa r-i Jisure 14 A JQs of eio renuvfa/ pupils m (fPOites 2&rod6. b^ Of the 810 pupils, 226, or 27.9%, show intelligence quotients of less than 70, a fact that tends to show that they are feebleminded and fit subjects for admission to ungraded classes. The largest group, 420, or 73 51.8%, are in the class characterized as dull normal with I. Q.'s ranging from 70 to 90. Most of these are cases that are on the border line of feeblemindedness. The pupils of normal mental growth number but 131, or 16.2%, while there are but 33, or 4.1%, that are above average. These data show even more conclusively the character of ability represented by these retarded pupils. While some of them are men- tally of the level required for the grade they are in, the I. Q. shows that in most of the cases this level was reached very slowly. In other words four out of every five of the pupils involved show less than average men- tal growth. Table XXXII shows the educational quotients or E. Q.'s for the pupils under consideration. The educational quotients were derived from the results of the achievement tests given to the group. From the score of a pupil in a given test the educational age or subject-matter age of such pupil in the given subject was determined by comparison with the age standards for such test, such standards being generally based upon the average performance or achievement of pupils of each given chronological age. For instance, a twelve-year-old pupil may obtain in reading a score which is equal to the average performance of ten-year olds. His reading age is then stated as ten years. TABLE XXXII— E. Q.'S OF 810 RETARDED PUPILS, GRADES 2B TO SB Grades E. Q.'S Total 2B 3A 3B 4A 4B 5A 5B 6A 6B 7A 7B 8A 8B 110. . 1 1 1 1 2 1 1 100 6 90 1 2 8 6 8 1 6 5 3 40 80 1 5 7 17 12 26 19 30 19 20 15 171 70 2 10 20 27 33 26 47 45 29 27 21 13 300 60 1 15 18 31 21 31 33 31 17 14 6 4 6 228 50 3 8 13 7 6 8 4 3 2 1 55 40 1 2 2 1 1 1 1 9 Total 4 26 42 66 66 90 84 114 92 76 61 50 39 810 By averaging the educational ages of the pupils in the several sub- jects a composite subject-matter age or educational age was obtained. By a comparison of the educational ages with the chronological ages we obtain a ratio which is termed the educational quotient. The edu- cational quotient will be 100 if the educational growth or growth in sub- ject matter equals the average growth of the pupils of the given chrono- logical age. If the pupil has not grown in control over subject-matter as much as the average pupil of his age, his educational quotient will be less than 100 and if his development has exceeded the average his E. Q. will be over 100. The Educational Quotient, therefore, indicates the rate of educational development of the pupil, which in turn serves as a partial index of his relative brightness. It must be kept in mind, however, that the educational development is the result of a number of factors or elements of which mental ability is but one. 74 "l? 2:s tOi OfdtO ncrrufdcd pup, Is iDGPode'^::iro85 2^C^ To :x") oO 70 to ^10 & 1 115" The table shows that out of the 810 only 47 pupils, or about 6%, have E. Q.'s of 90 or above; 471, or 58.2%, have E. Q.'s of 70 to 90, while 292, or about 36%, show a very limited rate of educational devel- opment. This tends to confirm the facts shown by the data on Intelli- gence Quotients that for the great majority of our retarded pupils, limited mental power is the chief factor or cause of their retardation. IV— PROMOTIONS AND NON-PROMOTIONS The preceding sections have dealt with the progress of pupils as indi- cated by their ages in relation to the grades they entered on February 1st and also by the time they have taken to reach such grades. Promotion rates provide another measure of progress. This section of the report considers the statistics of promotion in elementary schools for both terms of the school year ending July 31, 1921. Promotions are regularly made on the last day of each term. In addition to these regular promotions some children are advanced during the course of the term. 1. Peomotions for the School Year Ending July 31, 1921 Tables XXXIII and XXXIV show by grades for the school terms ending January 31st and June 30th, respectively, (a) the register at the end of each term before promotion ; (6) the number promoted at the end of the term ; (c) the number promoted during the term; (d) the percent, of the pupils on register at the end of the term who were promoted; (e) the percent., the total number of promotions is to the regis- ter on the last day plus promotions during the term. The tables show that of the pupils on register in the regular grades on the last day of the Fall term, 87.3% were promoted, while on the last day of the Spring term, 88.3% of the register received advancement. If we include in our computation the pupils who received promotion during the term the rate of promotion for the Fall term was 87.6% and for the Spring term was 88.6%. The tables also give the data for the special classes and for the classes for defectives. Confining our attention to the regular grades we may note that for the term ending January 30, 1921, the average rate of total promotion was 87.6% (column 7). The lowest rate was in the lA grade with 77%, and the highest rate (ignoring the classes above the 9B) was in the 9B with 94.1%. The lA and IB grades fall below the average, while the remaining sixteen grades involved exceed the average in most cases by small amounts (see Figure 25). The average rate of promotion at the end of the term was 87.3%, which was equalled and exceeded by all grades except the first year grades and the kindergarten extension classes. For the term ending June 30th the average rate of total promotions in regular grades was 88.6% (column 7). The lowest rate this term was again in the lA and the highest rate was in the 8B, ignoring tenth-year grades. The average rate of total promotions for all grades was equaled or exceeded by thirteen of the twenty-one grades. The rate of total promotion for the kindergarten extension, lA, IB, 2B, oA, 6A, 7A, 7B and lOA grades fell below the average. The average rate of promotion at the end of the term was 88.3%, which was equaled by all but the eight grades enumerated above. 76 TABLE XXXIII— PROMOTIONS BY GRADES FOR THE TERM ENDING JANUARY 31, 1921 Register before promotion Jan. 31, '21 Number promoted Percent, promoted Grade Prior to last day oi term On last day of term Total number of promotions On last day of term on register Total promotions on register plus promotions during term Kindergarten Extension. . . lA 3,031 73,980 44,728 54,740 45,567 49,704 43,543 48,258 43,605 46,114 41,975 43,873 39,596 40,584 33,264 32,484 29,126 3,757 2,706 105 128 2 17 1,572 883 1,294 1,027 825 791 822 997 1,226 1,252 1,654 1,410 1,900 2,291 2,294 .546 465 268 2,345 56,674 38,504 48,393 40,344 44,477 38,912 42,728 38,925 40,523 37,192 38,639 34,954 35,568 29,088 28,804 27,197 3,409 2,532 92 126 2 2,362 58,246 39,387 49,687 41,371 45,302 39,703 43,550 39,922 41,749 38,444 40,293 36,364 37,468 31,379 31,098 27,743 3,874 2,800 92 126 77.4 76.6 86.1 88.4 88.5 89.5 89.3 88.5 89.3 87.9 • 88.6 88.1 88.3 87.6 S7.4 88.7 93.4 90.7 93.6 87.5 98.4 100.0 77.5 77.0 IB 2A 2B 3A 86.4 88.6 88.8 89.6 3B 89.5 4A 4B 5A 5B 88.7 89.5 S8.2 88.9 6A 88.5 6B 88.7 7A 88.2 7B 88.2 8A ■ 89.4 SB 93.5 9A 92.2 9B 94.1 IDA 87.5 lOB 98.4 12A 100.0 Total 720,870 21,534 629,428 650,962 87.3 S7.7 Prevocational Opportunity C 1 10,699 3,126 393 406 85 79 322 2,339 294 23 3,188 359 671 4,780 463 295 2 3 2 8,584 1,619 305 398 85 44 191 1,359 229 13 2,251 245 491 371 9,047 1,914 305 398 85 44 191 1,361 229 13 2,254 245 491 373 80.3 51.8 77.6 98.0 100.0 55.4 59.2 58.1 77.9 56.4 70.6 68.2 73.2 7.8 81.1 55.9 77.6 98.0 100.0 Blind .55.4 .59.2 Crippled .58.1 Deaf 77.9 Institutional .56.4 Open Air 70.6 Sight Conservation Tubercular 68.2 73.2 Ungraded 7.8 Total 26,765 765 16,185 16,950 60.5 61.6 Grand total 747,635 22,299 645,613 667,912 86.3 86.7 77 TABLE XXXIV— PROMOTIONS BY GRADES FOR THE TERM ENDING JUNE 30, 1921 Grade Kindergarten Extension . . 1 A IB 2A 2B . . 3A 3B 4A 4B 5A 6B 6A 6B 7A. 7B '. . ... 8A 8B 9A 9B lOA lOB Total Opportunity. C... Special Business Spec. Prevoc, Voc, and Shopwork Blind Cardiac Crippled Deaf Institutional Open Air Sight Conservation Tubercular Ungraded Hospital Entrance Court r Total Grand total R egister before promotion June 30, '21 2,783 49,365 60,764 45,435 52,054 46,096 49,158 43,771 47,194 43,938 44,807 40,847 42,316 39,042 35,880 33,518 30,232 4,940 3,566 130 90 NUMBEE PROMOTED Prior to last day of term 13 808 1,185 1,077 1,203 1,162 949 996 976 860 826 855 684 716 801 1,216 420 383 190 On last day of term 2,246 38,465 53,709 39,850 47,018 41,464 44,709 39,081 42,579 38,763 39,850 35,817 37,396 34,042 31,295 29,608 28,540 4,457 3,321 112 Total number of promotions ' 2,259 39,273 54,894 40,927 48,221 42,626 45,658 40,077 43,555 39,623 40,676 36,672 38,080 34,758 32,096 30,824 28,960 4,840 3,511 112 Pebcent, promoted On last day of term on register 80.7 77.9 88.4 87.6 90.3 90.0 90.9 89.3 90.2 88.2 88.9 87.7 88.4 87.2 87.2 88.3 94.4 90.2 93.1 86.1 96.7 Total promotions on register plus promotions during tenn 80.8 78.3 88.6 88.0 90.5 90.2 91.1 89.5 90.4 88.4 89.1 87.9 88.6 87.4 87.5 88.7 94.5 90.9 93.5 86.1 96.7 715,926 15,320 632,409 647,729 88.3 10,213 5,218 554 136 70 465 2,337 326 192 3,182 430 570 4,847 116 33 10 343 507 8,732 3,139 545 123 41 352 1,585 261 121 2,444 325 293 460 10 18 9,075 3,646 545 123 41 354 1,585 261 121 2,449 325 293 479 10 18 85.5 60.2 98.4 90.4 58.6 75.7 67.8 80.1 63.0 76.8 75.6 51.4 9.5 8.6 54.5 28,699 876 18,449 19,325 86.0 63.7 98.4 90.4 58.6 75.8 67.8 80.1 63.0 76.8 75.6 51.4 9.8 8.6 54.5 744,625 16,196 667,054 87.4 Figures 25 and 26 show graphically for both terms how much the rates of total promotion in the several grades exceed or fall below the iiverage for all grades. 78 It appears from Figure 25 that, with the exception of the 3B and the 7B grades, the B grade, or the second half of each school year, showed 79 a higher rate of promotion for the Fall term than the corresponding A grade. For the Spring term this was so for all school years (see Figure 26). In no case is the rate of a "B" grade lower than that of the "A" half of the school year. The average rate for the Fall term for all "B" grades was 89.95%, while that of the ''A" classes was 87.82%; for the Spring term the rate for the "B" grades was 90.4% as compared with 87.7% for the ''A" grades. Conditions existing in the first half yearly grades are not apparently as favorable for the promotion of pupls as are those in the second half yearly grades. This is probably due in large measure to the fact that the course of study imposes greater difficulties in the first half of each yearly grade than it does in the second half. The course of study, for instance, introduces new subjects in the first half year. Geography is begun in the 4A, history in 5A, grammar in 6A, science in 7A and an elective foreign language in 8A. New parts of subjects are likewise begun more frequently in the "A" grade than in the "B" grade. The first half of each school year calls for the development of new material, while the second half is characterized by a preponderance of review work and drill. If instead of considering the pupils promoted we turn our atten- tion to those left back we may note from Table XXXV that out of the 720,870 pupils on register in regular grades on January 31, 1921, 91,442 failed of promotion. In other words, 12.7% of the pupils, or one out of every eight, failed to advance and was obliged to repeat the work. Table XXXVI shows that on June 30th last, 83,517 or 11.7% of the pupils failed of promotion. About one out of every nine failed to receive advancement. TABLE XXXV— NON-PROMOTIONS, FALL TERM ENDING JANUARY 31, 1921 Grade Number of non- promoted on last day of term January 31, 1921 Percent, of grade register non-promoted Percent, of non- promotions occurring in each grade Kindergarten extension lA IB 686 17,306 6,224 6,347 5,223 5,227 4,631 5,530 4,680 5,591 4,783 5,234 4,642 5,016 4,176 3,680 1,929 348 174 13 2 22.6 23.4 13.9 11.6 11.5 10.5 10.7 11.5 10.7 12.1 11.4 11.9 11.7 12.4 12.6 11.3 6.6 9.3 , 6.4 12.5 1.6 0.75 18.92 6 81 2A 6 94 2B 5 71 3A 5 71 3B 5 06 4A 6 04 4B 5 11 5A 6 11 5B ■.. 5 23 6A 5 72 6B 5 07 7A 5 49 7B 4 56 8A 4 02 8B 2 11 9A 0.38 93 0.19 lOA 0.01 lOB 0.002 Total 91,442 12.7 99 99 80 TABLE XXXVI-NON-PROMOTIONt<, SPRING TERM ENDING JUNE 30, 1921 Grade Kindergarten extension lA IB 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B 7A 7B 8A 8B 9A 9B lOA lOB Total Number of non- promoted on last day of term June 30, 1921 537 10,900 7,05.3 5, 585 5,030 4,632 4,4,49 4,690 4.615 5,175 4,957 5,030 4,920 5,000 4,585 3,910 1,692 483 245 IS 3 Percent, of grade register non-promoted 83,517 19.3 22.1 11.6 12.4 9.7 10.0 9.1 10.7 9.8 11.8 11.1 12.3 11.6 12.8 12.8 11.7 5.6 9.8 6.9 13.9 3.3 Percent, of non- promotions occurring in each grade 0.64 13.05 8.45 6.69 6.03 5.55 5.33 5.62 5.52 6.20 5.94 6.02 5.89 5.99 5.49 4.68 2.02 0.58 0.29 0.02 0.004 11.7 100.00 Figures 27 and 28 show for each grade the percentage of pupils non- promoted and also the percentage of all non-promoted pupils found in 81 each grade. The figures and the tables show that the highest rates of non-promotion are found in the first-year classes, where occurred more than 25% of all failures at the end of the Fall term, and over 21% of those at the end of the Spring term. Zg. SLt, u IB 21 £B 3A 3B 4A 4B 5A 5B aA 6B 7A 7B 8A 8B 91 9B 101 103 PIGU RE 2 (i B ) PEF zmi OF PUP I L3 I J EA :h g iADE Per Pi ILIM J TO EEC EIVE PBO JOTI IKS 1 K L/ ST lAY oon1 01 TEE i EK DING JUN ! 30 19 Bl. 25 (B ) PEE :emt OP IIX lOH- >EOM DTIO: J3 POmJD IB E4C B GE iDE. 80 / \ 3,6 ,\ \ ^^ (i) /- A W 1 1 1 1 \ ^ V ^ '^ ^y / A \/ A 7 /\ \ 6 1 1 1 ' ^ (B) -- -■' ' -, V \ 1 j ■" V 1 ■~ - 1 1 1 2. Rates of Promotion by Boroughs, Districts and Schools The preceding tables show rates of promotion for 1921, for the vari- ous grades that are averages — the results of many thousand items in which the best and the worst are not revealed. What seems charac- teristic of the City as a whole does not always hold for many individual schools and school districts. There are many deviations from the aver- ages that appear only in a study of the detailed rates for each school or district, detailed data which it is impossible to include herein. Table XXXVII however, presents the rates of total promotions for the regular grades for the five boroughs for both school terms. The vari- ations from borough to borough, and from grade to grade are apparent. For all grades in the January term the Bronx has the highest rate of promotion, 89.9%, Manhattan comes next with 88.5%, Queens next with 87.6%o, then Brooklyn with 86.5%c„ and lastly Richmond with 81,7%. The same order obtains for the Spring term. Table XXXVIII shows average rates for all grades for each school district. Table XXXIX shows the rates of promotion by schools at the end of each term. The table reads as follows: For Manhattan at the end of the January term there were two schools with a rate of 97% or over, four schools between 93% and 96%, nine schools that obtained between 89% and 92%, and so on down to four whose rate fell below 60%. Similarly for the other boroughs. 82 TABLE XXXVII-RATES OF PROMOTIONS BY BOROUGHS AND GRADES FOR E.\CH TERM OF THE SCHOOL YEAR 1920-1921 Grade Entire City M.VNHATTAN Bronx Brooklyn Queens Richmond Jan. June Jan. June Jan. June Jan. June Jan. June Jan. June Kgn. ext lA 77.5 77.0 86.4 88.6 88.8 89.6 89.5 88.7 89.5 88.2 88.9 88.5 88.7 88.2 88.2 89.4 93.5 92.2 94.1 87.5 98.4 100.0 80.8 78.3 88.6 88.0 90.5 90.2 91.1 89.5 90.4 88.4 89.1 87.9 88.6 87.4 87.5 88.7 94.5 90.9 93.5 86.1 96.7 73.9 76.6 86.4 88.5 89.2 90.9 90.0 89.5 90.9 89.6 90.3 90.0 91.3 89.2 88.3 91.0 95.7 92.9 95.5 88.2 99.9 100.0 77.5 77.8 88.6 87.8 90.8 90.6 92.6 91.3 92.5 90.9 90.6 90.3 90.8 89.1 88.0 90.5 94.9 91.7 93.8 91.5 97.4 92.1 81.2 88.8 91.6 92.0 91.5 91.6 89.5 92.0 88.6 89.3 90.6 88.2 90.1 91.9 93.8 93.7 94.4 94.8 83.9 83.4 91.4 90.0 93.7 92.5 92.1 90.2 92.1 89.8 90.2 87.8 87.6 90.4 87.9 93.3 92.8 92.9 95.0 80.9 76.3 85.6 87.8 87.1 88.2 88.0 87.8 87.6 87.4 87.8 86.9 87.2 87.4 87.3 87.5 92.3 88.8 90.5 85.3 77.4 88.0 87.4 89.3 89.1 8S.4 87.7 88.2 87.0 87.5 86.7 87.0 86.0 86.9 86.3 94.7 88.7 91 7 70.1 78.3 85.9 89.2 90.6 89.9 91.1 89.6 89.7 87.2 88.9 88.7 87.1 87.2 87.6 86.9 91.0 75.3 78.3 87.4 89.0 90.9 91.0 91.5 90.6 90.5 85.7 89.6 86.9 89.8 84.9 89.0 87.2 95.1 69.2 84.7 86.4 84.0 83.3 89.5 83.9 85.4 81.4 85.7 77.8 84.1 77.6 81.0 75.9 87.7 76.3 84.5 84.2 100.0 IB 2A 2B... . 84.9 3A 3B 4A 4B 5A 80.9 5B 6A 86.7 63 81.4 83.7 7A 7B 76.6 8A 81.6 79.4 96.1 92 2 8B 9A 9B 100.0 62.4 92.8 lOA 12A Total 87.6 88.6 88.5 89.6 89.9 90.4 86.5 87.3 87.6 88.4 81.7 83.6 TABLE XXXVIII- -AVERAGE RATES OF PROMOTION FOR ALL GRADES. BY DIS- TRICTS FOR FALL AND SPRING TERMS District Term ending District Term ending Jan. 31 June 30 Jan. 31 June 30 1 81.9 79.5 82.1 80.3 82.0 81.3 83.7 78.4 79.1 84.1 87.4 83.9 85.1 83.1 81.4 86.9. 83.7 82.8 85.8 85.7 87.1 84.6 89.3 81.6 81.4 80.5 84.3 83.3 83. S 80.4 87.6 79.1 82.1 83.7 86.8 88.1 88.2 86.0 81.4 86.5 84.5 82.3 87.2 86.9 88.1 85.2 92.2 80.8 25 83.8 78.5 76.2 79.S 79.7 82.4 81.3 85.0 79.1 79.2 79.6 84.3 81.1 86.5 80.6 80.0 84.6 81.3 81.4 81.6 82.7 79.2 78.1 73.4 84.3 75.1 72.3 77.7 79.9 83.7 82.7 82.7 80.8 82.5 81.6 85.0 81.1 86.3 82.0 81.8 83.9 81.8 81 3 2 26 3 27 A 28 5 29 6 30 7 31 8 32 9 33 10 34 11 35 36 37 38 39 40 41 42 12 13 14 15 16 17 18 19 43 20 44 45 82.4 85.6 81.2 78.4 76 6 21 22 46 47 48 23 24 83 TABLE XXXIX— RATES OF PROMOTIONS BY SCHOOLS FOR BOTH TERMS OF THE SCHOOL YEAR ENDING JULY 31, 1921 For term ENDING Jan. 31, 1921 For term ENDING June 30, 1921 Man. Bronx Bklyn Qu'ens Rich. Total Man. Bronx Bklyn Qu'ens Rich. Total 97-100 2 2 4 4 1 5 93-96 4 1 1 2 8 7 2 5 3 18 89-92 9 9 11 1 30 14 5 5 3 27 85- 88 34 13 23 9 79 29 15 32 13 93 81- 81 29 15 57 27 3 131 38 22 60 23 145 77- 80 ?6 7 36 13 11 103 35 2 43 12 11 103 73- 76 21 4 28 5 5 63 11 4 15 8 45 69- 72. . . : 8 1 10 5 2 26 3 1 9 2 16 65-68 1 2 10 2 z) 17 4 2 1 8 61- 64 1 1 2 4 1 2 1 4 60 and below. . . 4 148 1 2 7 2 1 3 1 8 Total 53 176 67 28 472 148 53 176 67 28 472 Borough rate . . . 88.5 89.9 86.5 87.6 81.7 87.6 89.6 90.4 87.3 88.4 83.6 88.6 The extent to which local rates differ from each other and also vary from the averages for the borough and for the city are readily apparent. In view of the lack of more extensive data it is impossible to assign causes for such variations. They are due in all probability to the variation in school conditions and in characteristics of pupil group. 3. Promotion Rates for Preceding Years Table XL shows for the j^ears 1911 to 1921, inclusive, the percen- tage of promotion for each grade for both Fall and Spring terms. The rates for the several grades during the past ten years have fluctuated more or less from year to year, hovering however closely in most of the grades between 88% and 89%. Comparison of the rates for each grade for June, 1911, June, 1916, and June, 1921, is shown in Figure 29. It shows that for each of the grades from lA to 8B the highest rates occurred in 1911. The rates for 1916 show a drop from those of 1911, while the rates for 1921 show a further drop in grades IB, 2A, 2B, 3A, SB, 6A 6B, 7B, but a rise in lA, 4A, 4B, 5A, 5B, 7A, 8A and 8B. Figure 30 shows the average rates for all grades for the last eleven years. Since 1911, when the highest average rates were obtained, there has been a gradual reduction in rates, the lowest point for the Fall term occurring in January, 1919, and for the Spring term in June, 1918, Since then the rates show an upward tendency. The rate for June, 1921, is higher than for any Spring term since 1913, while the rate for January, 1921, is higher than that for the corresponding terms of the last six years. 84 05 CO o o LO M ^_^ LO 'f IJI ^ re to •* in t~ in to 3 00 CO X o o ,—1 05 o X re r^ X 1^ t^ X ■* X 05 05 X X X X X X X * ^• Ol o ■^ to X to LO t^ lO e^ 05 LO t~ IN IN ■"f in to 03 t^ ■XJ X X n; 03 X X X X X X X re K 1-5 CO X X X X X X X X X X X X X re X * a o OS t^ t- CO ^ LO to o 05 IN t^ ^ Ol t^ X rt ^ o 3 lO t>- r^ o 03 o 05 a r^ X X re 'O 1^ X T)< X 1-5 J. C5 X X X X X X X re f C O o LO to •* LO LO o rt o to X in -* ■* CO re to 03 iC LO t^ X CJ: C5 05 era X X X re X re re (^ X X X X X re X * a Cl CO t^ 05 t^ .o ^ o o X t^ t^ X re CO X X LO 3 o to to a X CK X 05 tp r^ r^ r^ to r^ X t^ ^ X X X X X X X X X re f „• m r~ yi 05 C! to ?5 o to X iy\ o ■* re Tt" X o X o3 (M' CO r^ tr r~ r^ 1^ r^ tn 1^ r^ t^ in r^ r^ in 1-3 t^ X X X X X X X X X X X X re ? 0) CO CO C) to - X lO 05 X re M o in ^ CO •* X IN 3 LO to o m t^ m t^ X to X X X to r^ r^ IN 1> ^^ X X X X X X X X X X X X X re X CO -f I^ lO _ M to to LO to t^ IN c to o o t^ re cS ■■o LO r^ X in X X X t^ 1^ X to 1^ X >-5 oc X X X X X X X X X X X X X re X » 1^ M CO C-l X 00- to 05 h- o in LO in (N b- X b- _ 3 1^ COi X o r» o X re X X r^ X to r^ h- IN X ■-5 t^ 05 o X X X X X X X X X a t^ •* .0 LO 05 X t^ X ■^ ^ t^ o t- t^ in t» re ■* 03 LO IC X X ^ rs X 05 X r^ X X t>- X X IN N.' o X' X X X X X X X X X X X X X re X o ^ t^ o ■r X IN ■* to to i> CO ^ to r^ ■* to 1> 3 t^ -/■ rft *^ o *-H 05 05 r~ r~ X ai to 1^ r-- b- ^ t^ M X C5 05 X X X X X X X X X re X „■ o ^ lO (N IN LO IN r~ C5 o C<1 CO o X re IN in re 03 t^ to O) O o O X X X X X re to t^ X IN CO ■-5 t^ X O: C5 C5 X X X X X X X X X X X s lO ^ LO lO o= r^ S C5 T(< CO IN r^ ^ re o ■* o X 3 t^ 00 ra ,-H o ,-H m (—1 re re, X re -^ X r^ CO X 1-5 t^ X' C5 o 05 X 05 X X X X X X lO CO O! rt 05 ■* to lO to o X ■* IN to (N ■* _ to 03 i^ LO c:: 05 05 03 Oi X re f^ re re to m X CO l^ ►^ X X X X X X X X X X X X X X re X CU t< o N X (N >o rt ^ X to r~ -# ■* b- to CO ^ rt to X X O 03 ,.H 05 05 X X X re to t^ X X 1-5 t^ X X O X C3 X X X X X X X X X re X a Tl< ^ ^ I^ ■* IN to IN 05 CO to X X re N X IN ■* cj ■^ o X cs 03 05 05 X X X X to X X CO 1-5 t~- X X X X X X X X X X X X X X re X O CO LO Oi c C5 rt ^ t^ LO o to in re X IN to o 1> -^ X m o o rH 03 o re re X X to X X in X 1-3 t^ X o o o X 05 X X X X X re M o ^ N to CO CO IC >0 in to to to X to X CO in 03 t^ t^ tT, ra o o r5 o re re re- re X re re Tf X 1-5 t^ X X X Oi C5 05 C5 X X X X X X X re IN t^ t^ ^ to X t^ X lo X CO o in to t^ ■♦ in X I^ X 05 o re o 05 o X re re re t~ X re •* X ►-3 t^ X 05 X X X X X X X X re X e^ M IN ■* to i^ ■* T)< ^ X ^ ■>!< in in •* ■* in ■* oj t^ r^ m rr. rr. o {—1 o re o re re X re o Tj< X "-5 t^ X 05 05 X X X X X X ^ CO X ■* X M C5 o ^ to ■* CO IN to ^ X O re 3 o 00 I-) OJ in 1-1 1^ 05 o cs 05 05 o 05 re re re re X re re re re d rt . Tf ^ t~ M ^ 05 X .o Tt< CO N to rt M rt M X OS 00 05 ^H ,— t ,— i o f— ( ,— I o ^H ^H o fh (N IN e^ re >-3 t^ o; O: 05 c:5 05 re re re re re re 3 o O •< ^' <■ pq < p5 -si m' -i IC T-ll>LO>TtiOOOlZ)t^ (M t^ t^ 00 00 ^ ^ iM iM .-. o o tH O O -^f TO O t^ '»' ■ • N e >o 00 o a: • • i-( t^ (N 00 • • ■ rt N TO rH o 8 (N TO C) Tt< in o 00 cq • • ■ ■ . . . ■. . . r-l-^C^OTO"-! • • • ■ rt IN TO COl>O-H00 (N 00 'Jf CD l^ C<1 TO !N o o C3 • • ■ ■ooNin'No T-Ht^^r^i-H (M TO TO 1 CO ... .^_^|>^J2^ • • ■ T-H in 05 i~- o 1-1 TO TO o o o 1> • • TO O -^ cn C-. TO o_ ^ TO ■# o o o TO -* in in rt TO •* lO 8 IN ?q ^ C5 T-l TO Tt< Tt< o 8 i-i TO in TO o o TO lO t>ooooC3 88 As we pass through successive terms we see from the table that the number of retarded pupils increases, as well as the degree of retardation. The last column in the table shows the distribution that would have existed at the end of the sixteenth term. Of the 1,000 pupils that started together in the lA, only 139, or about 14% would have completed the 8B grade without failure, that is, with normal progress, 264 would be in the 8B and retarded one term, 288 would be in the 8A and two terms retarded, 185 in the 7B and three terms below grade, 87 in the 7A or four terms behind, 30 in the 6B, 9 in the 6A or six terms retarded, and 2 in the 5B or seven terms retarded. In other words, 139 out of the thousand would show normal progress, while 861 would show slow progress or retard- ation. The total number of non-promotions or failures for the thousand pupils in the 16 terms would be 1,961, or almost two non-promotions apiece. It is true that of the thousand, some pupils would have made more than normal progress and this would reduce slightly the number of retarded pupils. It is also true that the results are slightly exaggerated in one respect in that the premises of our hypothetical case assume that the rates of promotion apply evenly to all the pupils involved. In all probabilities a higher rate of promotion obtains with the normal prog- ress pupils, while a lower rate than the average would be the actual rate for the retarded. If the table were corrected for this element it would show a slightly greater number of pupils normal in progress, but a greater degree of retardation or slow progress for the retarded. The data of the table serves to bring out clearly the cumulative effect of non-pro- motion as a cause of retardation. In the second place, non-promotions contribute to the overcrowding in our schools. A great deal of our school congestion in the elementary schools is found in the lower grades. It is in those grades that the great- est number and greatest percentage of non-promotions occurred. In the first two years of our course there occurred on January 31, over 35,000 non-promotions, or 38.4% of all non-promotions. On the average, approximately 15% of the register of these grades in the Spring term were made up of repeaters. The relation between non-promotions and an increase in register may be understood from the concrete illustration presented in Table XLII. In this table we assume that a thousand pupils enter the lA grade each term. It is clear that if the rate of promotions were 100%. the number of pupils in each succeeding grade would be always 1,000, provided no additional pupils were admitted and none were discharged. If, however, the rate of promotions were less than 100% and were to continue less, the number of pupils in each grade after an interval of time would be more than a thousand. In Table XLII the average rate of promotion of 88% was assumed to obtain for a number of years, and the resulting increase in register was computed. Within a short time, under the conditions assumed, it would be necessary to provide accommodation and instruction for 1,137 pupils for every thousand new pupils entering the lA each term. Below the 7A, pupils are eliminated because of death, removal, or after they become sixteen, but the losses are offset by the admissions. In the 7A and above, the Compulsory Education Law permits pupils to go to work, and the withdrawals are numerous, counteracting the influence of the non-promotion rate as a factor of increase in register. A rise in the rate of non-promotions then indicates a relative increase in register, particularly in the first six years. 89 h-1 ?:-V ID ^ H, H Q^ ;z; w P l-H O H M ^ H O r. O H ^ o OH W >-i HH cc O n -rt H <-) K « Ph o , S o cc O 00 OS IM ■ • CO CO iM o t^ : : ""l ^_ '^^ ""l o • t^ m o Tf< oc en ■ CO 00 CO ^ r^ (M ; ""!. "^^ ""l 'I o R t^ lO c-l 00 CO o >-<, rH rt ,-H o_ o_ o O CO (M ^ t^ O ■ CO CO (M en CO o 1-1 l-H i-H O O O • I> ■* lO CO 01 o CO CO c-H o LO o CO CO CO t-< lO o •-I rH rH r-l O O • 1> lO CO O CO o • CO CO CO l-H o o • rH ,H ,-( rt O O I> O Tt< (M OJ O CO CO CO (M t^ o rH rH rH rH O O t^ IC t^ Ol o CO CO 01 00 o rH rH rH O O OrHCOC cococaO rH rH 0_ 0_ ; TjICOO cooo rH rH 0_ ; ; o o csi o rH o_ ; ; o o q^ 0 3 8B... no UBK 31 DISIBIBUIIOB BY UPILS ACOOKDIHS PKRCEKT o» see - SB 10 PEMUAI13HIP ABIIIIY a 17 17 U 13 10 e Below 4t!l Year 4th Vaar 6th 6th 7th eth Above Year Year Year Year Bth Yea 96 On the other hand, reading from the 8B hne, we find that of the 988 pupils tested, 64% failed to reach the 8A standard, 47% failed to reach the 7B standard, 39% fell below the 7 A standard, and so on down to 7% who failed to show even fourth year ability. The situation is illustrated clearly by Figure 31, which shows the distribution of the 988 8B pupils according to the school grade they would be assigned to on the penmanship scores they obtained. 8%) would be in grades below the fourth .year, 10% would be in the fourth year, 13% would be in the fifth year, 17% showed sixth year ability, 17% showed seventh year ability, 14% showed eighth year a}:»ility, and 21% were above the eighth year standard. (3) Variability in Geography Another illustration of the overlapping of grades under our present system may be found in Table XL VI, which gives the distributions of scores obtained in some recent testing in geography. Test III of the New York Standard Geography Tests was used: TABLE XLVI— DISTRIBUTION OF PUPILS IN PERCENTAGES ACCORDING TO SCORES IN NEW YORK STANDARD GEOGRAPHY TEST III Score 4B 5A 5B 6A 6B 7A 7B 8A 8B 20 19 0.09 0.35 1.04 1.91 2.95 6.41 10.31 14.56 14.65 14.38 12.31 9.27 5.11 3.63 1.56 1.47 0.08 0.54 1.45 2.37 5.66 7.88 12.32 12.39 14.84 15.23 11.17 7.57 3.98 2.07 1.53 0.68 0.23 0.07 0.82 1.26 2.89 5.04 8.16 11.72 15.06 15.21 13.95 11.42 7.94 3.56 1.4] 0.67 0.74 0.07 0.07 0.07 0.38 1.00 1.44 4.32 6.37 10.08 12.36 15.24 14.41 12.74 10.24 5.61 3.34 1.44 0.45 0.15 0.23 0.08 0.23 1.08 2.33 3.65 7.14 10.02 16.23 15.68 14.83 11.18 8.39 . 4.66 2.80 1.09 0.23 0.23 0.15 0.22 0"53 0.98 1.73 3.08 5.71 8.94 11.12 14 . 65 14.80 14.50 9.39 7.74 3.76 1.43 .75 .45 .07 .15 0.08 0.08 1.09 1.49 2.90 5.63 7.59 10.95 11.81 14 . 63 13.93 10.88 9.70 4.85 2.66 0.94 0.55 0.16 0.08 0.25 1.30 2.34 5.19 7.53 12.89 12.02 12.98 11.59 10.03 9.34 6.06 4.24 2.42 1.12 0.61 0.09 0.16 1.18 18 2.84 17 16 5.13 8.92 15 8.68 14 12.31 13 13.34 12 13.26 11 9.31 10 10.81 9 5.84 8 3.63 7 2.61 6 1.34 5 0.39 4 - 0.16 3 0.08 1 Ql 4.3 7.2 8.9 6.8 8.5 10.4 6.9 8.7 10.4 7.3 9.9 10.9 7.6 9.4 11.0 8.1 9.8 11.7 8.6 10.4 12.4 11.1 12.3 15.4 11.0 Median 12.2 Q3 15.2 The table shows the medians for each grade, and the upper and lower quartiles. Comparison of the upper quartile (Q3) of one grade with the medians of higher grades shows the degree of overlapping existing. For instance the upper quartile of the 4B grade is 8.9 which is higher than the medians of the 5 A and 5B, and also higher than the first quartile of all grades up to 7B, inclusive. In other words, the upper 25% of the 4B pupils did better than 50% of the 5A, 50% of the 5B and 25% of the pupils in the 6A, 6B, 7 A and 7B grades. Again 25% of the 5A did better than 50% of higher grades up to the 7B, inclusive. In the 6B the upper 25% did as well as the lower 97 25% of the 8A and 8B pupils. On the other hand the lower quarter of the 7B pupils did not do as well as 50% of the 5B pupils ; the lower quar- ter of the 7A pupils failed to equal the score of the upper 50% of the 5 A pupils. Similarly with the other grades. While the grade medians show shght progress from grade to grade the variability of scores within the same grade and the overlapping of grade and grade render grade dis- tinctions of little significance. (4) Variability in Arithmetic From a recent survey of a school we may cite as another example the results obtained with the Woody-McCall Mixed Fundamental Tests in Arithmetic. Each, class shows a wide range of ability, and the over- lapping of grades is marked. Additional instances could be given from other subjects in the curriculum to show the variability of achievement in the same grade. TABLE XLVII— SCORES IN ARITHMETIC, WQODY-McCALL TEST— MIXED FUNDA- MENTALS—OBTAINED BY PUPILS OF GRADES 4A TO 8B Arithmetic age in months 4A ' 4B 5 A SB 6A 6B 7A 7B i - 5iS 8B Total 84-90 2 1 6 2 8 8 6 4 1 1 ll" 6 8 5 2 .... 1 2 6 8 3 4 2 1 1 1 1 2 4 8 3 6 4 3 1 1 6 11 2 5 3 7 1 2 2 3 2 6 2 8 2 2 1 3 1 2 1 2 4 1 12 5 7 1 1 1 1 4 6 1 3 4 1 12 1 3 3 5 4 4 3 1 2 1 3 5 2 4 5 1 1 90-96 3 102 5 108 • 15 114... 12 120 24 126 41 132 35 138 27 144.... 29 150 27 156 43 162 16 168 19 174 17 180 17 186 192 1 Total 38 33 28 33 36 34 37 34 3 3 25 331 Our grading system does not result in sixteen grade groups each made up of pupils more advanced than those in lower grade groups. Instead, we find a considerable percentage of pupils in each grade better fitted to do the work of groups two or more grades higher than a goodly percentage in such higher grades. {d) VARIABILITY IN MENTAL ABILITY Not only does our grading fail to group pupils according to their chronological ages, but it also fails to an equal or even greater degree to classify them according to their mental ability. Table XLVIII pre- sents data from the results of some recent testing conducted by this Bureau in one of our schools. It shows for one class in each grade, from 4A to 8B, the pupils distributed both according to chronological ■ . 98 age and according to mental age based upon the scores in the Haggerty Delta 2 Test. Each class shows a range in mental age of five years or more. It is to be noted that in some of the classes the range in chronological ages, while comparatively large is yet smaller than in the case of the mental ages. TABLE XLVIII— DISTRmUTION OF 350 PUPILS (a) BY GKADE8 AND CHRONOLOGICAL AGES Chron. age 4A 4B 5A oB 6A 6B 7A 7B 8A 8B Total lYi- 8 8-8^ 8J^- 9 1 6 ■.\ 1 1 1 1 4 3 3 3 s 2 1 1 6 9 - 9J4 21 8 23 91^-10 2 10 10 10 -1014 5 , 7 12 26 10>i-ll 9 1 14 (i 37 11 -11,^ 2 1 1 4 s 23 llH-12 1 2 33 12 -12J4 9 4 3 1 1 1 S 33 12H-13 2 ») 7 4 4 2 4 15 40 13 -13}^ 6 t; 1 7 11 35 13H-14 2 4 1 5 5 32 14 -wy-i 3 2 1 22 143^-15 15 -15J4 15H-16 5 5 13 11 5 Total 41 32 29 36 38 34 41 36 38 25 350 (6) ACCOHDING rO GPADE AND MENTAL AGE9 Mental age 4 A 4B 5A 5B 6A 6B 7A 7B 8A 8B Total 6K- 7 1 1 7 - 71-2 1 1 lYi- 8 1 1 2 8 - 8H 2 5 1 1 13 8^- 9 3 8 3 5 3 8 1 1 7 4 2 8 1 4 3 1 5 1 1 (5 2 2 2 1 1 1 1 1 1 1 1 1 3 22 9-91^ 5 7 17 9J^-10 4 2 31 10 -10J4 5 6 3 4 1 2 1 2 21 lOH-U 3 2 2 1 29 11 -113^ 1 1 1 4 26 113^-12 2 2 6 2 3 22 12 -123^ 2 4 4 2 1 9 4 20 12}i-13 6 2 2 1 3 21 13 -iSM 6 3 3 1 7 4 35 13J^-14 ■^ 4 19 14 -1434 5 19 1434-15 8 24 15 -1534 2 2 4 8 15H-16 4 6 10 16 -1634 2 1 3 163^-17 2 2 17 -173^ 1 1 Total 41 32 29 36 38 34 41 36 38 25 350 99 Table XLIX presents for comparative purposes a summary of the two preceding tables showing the number of pupils underage, normal age and overage, chronologically and also mentally. In each case underage means ''above grade," normal age means "at grade," and overage means "below grade." According to chronological age-grade standards, the entire group shows 13.1% underage, 47.7% normal age, and 39.1% over- age pupils. According to grade standards based on mental age there are 35.1% underage pupils, 22.8% normal, and 42.0% overage pupils. TABLE XLIX— DISTRIBUTION OF PUPILS' ACCORDING TO AGE-GRADE STATUS Chronological age Mental age Under Normal Over Under Normal Over 4A 7 2 3 2 1 4 8 14 5 29 12 19 20 17 5 16 21 18 10 5 18 10 13 19 28 21 7 6 10 7 18 22 11 18 16 15 5 4 7 12 6 4 10 7 5 13 6 11 6 22 4B 8 5A - 3 5,B 15 6A 13 6B 13 ' 7A ' 13 7B . 25 8A 8B 23 12 Totals 46 167 137 123 80 147 Percent. . 13.1 47.7 39.1 35.1 22.9 42.0 A closer analysis of one class group as shown in the following table gives some indication as to the reason for the- difference in percentages. The table presents a distribution of the pupils, both according to mental age and according to chronological age. The figures in the squares give the I. Q.'s. It is to be noted that while the range chronologically is but two and one-half years, the range of mental ages is seven years. Assuming the same standards for mental ages as for chronological, we may deter- mine the underage, normal age and overage pupils by ruling lines to indi- cate the standards. According to chronological ages the class is quite homogeneous. It has out of the 41 pupils, 29 that are of normal age, 7 that are underage one year and less, and 5 pupils that are overage but one-half year. On the other hand, according to inental age there are but 12 normal, while 7 are under age and 22 are overage, or older men- tally than the standard mental age for the grade. The vertical and hor- izontal lines divide the class into nine groupings as follows: 100 Division Number of pupils Chronological age status Mental age status Real grade status according to mental age A .' 3 3 1 2 9 18 2 3 Underage Underage Underage Normal Normal Normal Overage Overage Overage Underage Normal Overage Underage Normal Overage Underage Normal Overage Accelerated B C D E F G H I TABLE L— DISTRIBUTION OF PUPILS IN A 4A CLASS ACCORDING TO CHRONO- LOGICAL AND MENTAL AGES MENTAL AGES 7 714 8 8J^ 9 9V2 10 i0}4 11 11^ 12 12}4 13 IW2 to to to to to to to to to to to to to to Totals 7y2 8 814 9 9H 10 10 ^ 11 113^ 12 12J^ 13 13M 14 8 - S>-2 92 A B c • 1 8K- 9 93 96 107 106 111 110 102 105 111 120 124 99 103 109 120 120 126 9 - 914 94 103 108 108 115 116 125 126 142 148 21 a D E 103 111 F t 914-W 75 101 107 109 119 141 8 a 2 1 s 10 -lOj'2 S6 85 100 105 121 -..! lOJ^-ll G H I 11 -11}^ .... 11J^2-12 .... Totals 1 1 2 3 5 7 5- 6 3 4 1 2 1 41 101 It would appear from the above, that chronological age is no cri- terion of mental ability, and, therefore, chronological underage or over- age is no true indication of the acceleration or retardation that may exist. The group in division B are underage in chronological age, but are mentally normal for their grade. The C group are also underage chronologically, but have the mental ability of older pupils and there- fore instead of being accelerated are actually below the grade where their ability warrants placement. The failure of our lockstep system to effect a proper grading of pupils results in a serious waste of energy and time upon the part of both teacher and pupil. Under such a system, the "individual is lost in the mass." The efforts of the conscientious teacher to modify her teaching to fit the needs of her pupils are practically fruitless. The weaker pupils make unsuccessful attempts to meet the demands upon them, and the resulting failure oft repeated means personal discourage- ment, loss of self esteem and self confidence. As one writer puts it, the system trains the pupils thoroughly in failure. While it tends to work beyond a safe, limit the slow but persistent pupil, it fails to work the bright pupils up to their mental capacity. Under the traditional sys- tem, the instruction of the teacher "mystifies the lower quarter and bores the upper quarter." It does not facilitate prordotions, it prevents the shortening of the elementary school period for the more competent and. it is responsible for much of the pupil elimination. The lack of effectiveness of our traditional grading system in class- ifying pupils is due in large measure, as has already been implied, first to the fallacious assumption that all children are practically alike in physical, mental and other traits. Grouping pupils according to, an alphabetical arrangement of names, or according to their size or their ages, or by means of a simple mathematical division of the grade register by the average class register of forty, results in class units that are any- thing but homogeneous in respect to ability. Secondly, the disregard in such grouping of the individual differ- ences that obtain, ite moreover carried over into actual instruction. Uni- form teaching, uniform requirements as to course of study, in short, uniform educational treatment with a group more or less heterogeneous, is bound to result in magnifying the individual differences which it ignores. Thirdly, the failure of our promotion scheme as a periodic means of re-classification of pupils according to achievement or ability is due to the fact that it is largely chronological, that it is based in part upon the judgment of teachers, which may be not only inadequate, but more fre- quently inaccurate, or upon examinations which; because of their sub- jective characteristics, are invalid measures of ability. Fourthly, our grading is ineffective even in those cases where it is based upon accurate determination of the present educational status of pupils in that it is static and fails to group pupils according to their ability to learn. 4. Remedial Measures That Have Been Tri!ed That the reader may not conclude from the foregoing that our teach- ing and supervising staff have failed to recognize the need for a better grading scheme and also the necessity for better adaptation of our edu- cational processes to individual needs and abilities, it may be desirable and of interest to summarize briefly some of the attempts that have 102 been made in New York in the effort to effect an adjustment between school and child. New York City was the first school system to publish "overage" statistics, and by so doing, to recognize and call attention to the exist- ence of the problem. Since then continuous attention has been paid to the problem in the endeavor to increase the probability of all our pupils completing the elementary course. The following is not a complete summary, but an outline of the various measures attempted since 1903, as recorded in the annual reports of the Superintendent (*f Schools. It will not follow a chronological order, but will attempt to group roughly the various measures taken accord- ing to their chief chai'acteristics, into the following divisions: (a) vSegregation of Physically Handicapped Pupils into Special Classes. (6) Segregation of Mentally Defective and (3ther Atypical Pupils. (c) Classes for Non-English Speaking Foreigners. (d) Efforts to Increase the Progress of Overage and Retarded Pupils. (e) Provision for More Rapid Progress of Bright Pupils. (/) Classification and Grading of Pupils. (g) Individualizing Class Teaching-. (h) Modification of the Course of Study. (i) Miscellaneous. (a) SEGREGATION OF PHYSICALLY HANDICAPPED PUPILS INTO SPECIAL CLASSES One of the first steps taken in our attempt to adjust the school to the needs of the pupils is found in the policy adopted of segregating in special classes those children who, by reason of some physical defect, can- not profitably follow the regular course of instruction, nor hope to prog- ress at the rate of the physically normal pupils. It is obvious that pupils with physical defects, even though in many instances such pupils are mentally normal, require a modified form of schooling, more individual instruction and greater emphasis upon physical care and development than is possible in the regular grades. New York City has always led in the recognition given to the needs of such pupils as the following will show: . (1) Extension of Physical Examination of Pupils to Discover Physical Defects, 1903. (2) Classes for Crippled Children Organized 1904. (3) Classes for Deaf and Dumb Children Organized 1907. (4) Classes for Blind Established 1908. (5) Investigation conducted, 1909, by Leonard Ayres for Superintendent of Schools to determine the relation of physical defects to school progress. (6) Classes Established for Anemic Pupils, 1909. (7) Classes Authorized for Tuberculous Pupils, 1909. (8) Classes for Stammerers and Stutterers Organized, 1909. (9) Classes for Pupils with Infectious Eye Diseases, and with Defective Vision, 1913. (10) Classes for Pupils Suffering from Serious Heart Affections, 1915. 103 (6) SEGREGATION OF MENTALLY DEFECTIVE AND OTHER ATYPICAL PUPILS It was very early recognized that the school population included numbers of pupils (a small proportion) who possessed such a limited mentality as to make it impossible for them to profit by the regular classroom procedure. Not only did such pupils themselves fail to bene- fit by the regular instruction, but their presence in such normal group retarded materially the progress of the others. In addition to the men- tally handicapped there were found a small number of pupils who from varioufe causes were not amenable to regular class discipline. Among these were found the truants, juvenile delinquent^, etc. The following special provision was therefore made for such pupils. (1) Classes for Mentally Defective Pupils Organized in 1903. (2) Disciplinary Classes, 1903. (3) First Probationary School Opened, 1906. (4) More Systematic Provision for Psychological and Medical Examination of Exceptional Children, 1907. (5) Parental School Opened for the more Modern Care and Instruction of Truants, 1909. (6) Classes for Neurotic Children, 1919. (c) CLASSES FOR NON-ENGLISH SPEAKING FOREIGNERS In no other school system in the country has the problem of the foreign non-English-speaking pupil been so serious as in New York. Other school systems have foreign populations it is true, but New York, the gateway to the countzy, has been subject to the periodic influx of immigrants by the thousands. In terms of absolute numbers and in terms of relative proportions, the problem of providing for the foreign born pupil that our school system has had to meet is not equaled in any other city. Such pupils, it was found, contributed to a very large extent to our overage groups. Special classes were organized in 1904 and have since been conducted to provide the special instruction needed by such pupils. It is to be kept in mind that not only has it been necessary in the case of such pupils to remove the existing language handicap, but in a very large number of cases, where the pupils were illiterate and had had absolutely no previous schooling, the school has had to attempt to make up for such lack of educational opportunity bj^ special effort within the few years that such pupils remained under its influence. In view of the difficulties encountered the success of our schools has been marked. (d) EFFORTS TO INCREASE THE PROGRESS OF OVERAGE AND RETARDED PUPILS From the date of the first report on overage pupils in 1904 serious efforts were made in the attempt to reduce the number of such pupils and to extend their educational experience as much as possible before elimination removed them from the influence of the school, (1) Special Classes for Overage Pupils — 1906 The efforts to advance overage pupils as rapidly as possible were systema- tized to some extent in 1906, by the estabUshment of special grades in which overage pupils received special instruction. "Classes of Grade D were intended to accommodate pupils who are soon to reach the upper limits of compulsory attendance and to apply for employment certificates. Classes of Grade E are 104 to affDnl pii]jils of the fifth and sixth year grades who hope to graiUiate, an 0})portunity to make special preparation for admission to tlie 7A grade." The problem involved is well described in the following extract from the report of Associate Superintendent MeleiXEy for 1906: "Many of the schools are being organized to provide full classes of chil- dren well up to grade and special classes of children neetling more indivi- dual attention. There is very little 'keeping back' pupils who are not quite qualified for promotion. We are coming to realize that slow or backward pui)ils need more than the schedule time to complete the work of a grade, and nuist be permitted to take the requisite time, and to keep advancing. We find, also, that the slow children who are older than their fellows of equal grade are not able to accomplish the work laid down in the course of study in all its ami)lifications and enrichment, nor to comprehend instruction requiring larger intelligence and general home cultiu-e. For such children an abridged course of study within the limitations of the prescribed course is necessary. It is evident to all observers and students of school man- agement that children whose progress anrl development have been retarded must have more time in which to accomplish a prescribed course of study, or if given only the prescribed time must be held only to a limited amount of acquirement. The children of this character are" liable to drop out of the elementary school before the end of the sixth, seventh or eighth grades. The highest interests of the children require that they attain at least the elements of the required studies and receive careful, thorough training in the school arts. "With these ends in view the superintendents and principals have dili- gently studied the best means of organizing classes and laying out the work. We have in our schools today many special classes organized to meet the special needs of such pupils. We are eliminating from regular classes the pupils incapable of attaining satisfactory results, thus relieving the average and brighter pupils of the impediments to their progress and making it pos- sible for the teachers to direct their energies to the accomplishment of the highest good to all. I am of the opinion that no regular classes should con- tain any pupils who are unable to do the work required of theu grade, and no pupils should be forced to do the work beyond their limited powers. I am convinced that teachers will be relieved of strain and nervous breakdown, when they are required to accomplish only so much work as the capacity of the pupils intrusted to them can reasonably be expected to undertake." {2) Special Classes in Vacation Schools — 1908 Additional opportunity to recover lost gi-ound was provided for the over- age pupils and for foreign pupils by the establishment in Smumer Vacation Schools of special classes, which in more recent years have been designated as Opportunity Classes. Such classes also permitted pupils who had failed of promotion in the preceding June to receive special instruction and as a result to secure trial promotion at the opening of regular sessions in the Fall. Thou- sands of pupils each year have in this way made up their failure and thus have avoided the loss of a term which otherwise would have been required in the repetition of the grade involved. (S) Classification of Pupils in Overage Classes into Classes of Bright, Normal and Dull Pupils— 1909 (4) Typical Plans and Devices Adopted to Help the Failing or Backward Pupil to Succeed, by Giving Him Special Individual Attention, Additional Time, etc. — 1911 (a) Morning instruction before school hours, plan usetl in P. S. 147, Man- hattan, as worked out by Dr. Ettinger: a. The teachers of Grades Five to Eight report the names of pupils who are backward in language and number. b. Such pupils are furnished with cards and are notified that, if they desire to study in the morning before 9 o'clock, they may report at rooms designated on cards at S.lo. c. Each child's card is punched as he enters the study room by a teacher who volunteers to take charge. d. At 8.40 the regular teachers visit the rooms to inspect the work accomplished and to give assistance and explanations. (6) Coaching of backward pupils by pupil teachers, part time teachers, etc. 105 (c) Special drill by regular teacher and classwork by pupil-teacher, 1911 "A pupil-teacher is each day assigned to six or seven different classes, on a regular schedule arranged in half-hour periods. Such an assignment is continued to the same classes for at least two weeks, and longer if neces- sary. The pupil teacher is not given, as is too often the case, the difficult task of working with the backward pupils, but conducts, with the bright pupils of each class, a lesson which the regular teacher has carefully out- lined, while the regular teacher takes out of the class the few backward pupils for special drill in the subjects in which they are deficient. Thus it happens that each teacher has half an hour free each day for the purpose of helping the backward children." (5) Reorganization Plans Another plan adopted by a number of principals involved the reorganiza- tion of the school or classes. The following is taken from the report for 1911 : "Every pupil who fell below during the months of February and March was interviewed individually by the principal or assistant to principal and communication was held with the parent." "On the twenty-first of April the school was reorganized. All pupils whose promotions were at all doubtful were placed in one class of a grade in which an abridged program was put into operation, special instruction being given in the major subjects in which individual pupils showed weakness. The instruction was individual in many cases. Pupils were coached to over- come their deficiencies." "The results have proved the efficiency of the plan. The holdovers have been cut down to at least one-half of the usual number, while many pupils have done the work of two grades in one term in the bright class." {6) Double Time Plan The Double Time Plan as described below or with some minor modifica- tions has been tried in a number 'of schools since 1911: "First. Classification of Pupils — At promotion time, pupils promoted to each grade are classified on the basis of weakest subjects; in grades where there are two classes, the classes formed would be graded on the basis of weakness in arithmetic and in language. In grades having three classes, classifications would be made on the basis, of weakness in arithmetic, lan- guage, and manual training subjects." "Second. Designation of Classes. — The new classes are designated and known as 4B Arithmetic 4B Language 4B Manual Training instead of as 4B1, 4B2, 4B3. "Third. Explanation to Pupils — To each class is explained the reason for this designation of that class. To every pupil in each class is made clear his or her special deficiency, and the opportunity that this class offers to him, or to her, for remedying it, not only for this term, but for all time. "Fourth. Assignment of Teachers — In the term's assignment of teachers, great oare is taken to place in charge of each specially designated class, a teacher whose special skill of presentation lies along the line of the subject for which each class is named. "Fifth. Programs — Assignment of Time to Subjects. A sufficient amount of time is taken from the unassigned time, to give to each specially designated class double-time for the study of that subject for which that class is named. "Sixth. Advantages: a. Every pupil in the school receives double time in his or her weakest subject. b. As comparatively few pupils are very deficient in more than two subjects, the elimination of one of these deficient subjects practically secures every pupil's promotion. c. One term in a double-time language class and one term in a double-time arithmetic class often transforms a C or D pupil into an A pupil. 106 (/. It saves pupils much loss of time. In one term a i)upil received the same amount of instruction in his or her weakest subject as he would have received if he had been left back. Thus the same result is attained and six months are often saved for the pupil. e. It tends to encourage the pupils to e.xert themselves to remedy deficiencies and to make both pupils and parent feel that the school has the children's welfare at heart." (7) Caring for Special Pupils in Regular Classes Another scheme mentioned in the Superintendent's report is the jilan adopted to take care of backward pupils in the regular classes. The congestion in some sections of the citj' made it impossible to form special classes and made it necessary to resort to a plan of this kind to meet the situation. "The daily time assigned to a topic is, when necessary, divided into a class period and a sectional period. During the former, the class is taught as a unit, the teacher noting on a desk pad the points in which further instruc- tion is needed and the names of the pupils requiring it. "Unless additional explanations are required by the majority of the pupils, the correction of deficiencies is postponed to the sectional period. During this time the special pupils are aided individually or in small groups by the teacher assisted by some pupils, while the other members of the class perform assigned tasks. The sectional period varies from da}^ to day and from topic to topic in the different classes. Individual and small groups either study from the text -book, or are helped b}' the teacher or bj- pupil assistants as the immediate circumstances and conditions may warrant. "The teacher is constantly on the watch for the special pupil and his particular needs, but does not permit her search to interrupt the regular class work unless it "appears that the class as a whole has failed to master some detail. During the course of a regular lesson intended to teach such preparatory and applied work as is needed by the majority of the class, she notes the special pupils; the examination of the written homework and the class revision of tasks wTitten in school, disclose the individuals or groups that need help and their particular deficiencies. She likewise endeavors to ascertain the cause for the gi'oup or class deficiencies in any particular phase of the work, in order to correct them and to secure proficiencj- in the work at least cost to the class as a whole, "The special pupils make iip. their deficiencies not only daring the time devoted to sectional periods, but also during out-of-session time. Many arrive before 9 A. M. and 1 P. M., going directly to their classrooms where they are helped by the teacher or her pupil assistants. Others remain after school for the same purpose. Home work adapted to the special need of the individual is assigned, a pupil weak in fractions bringing in ten examples in this tojiic, another making a \\Titten abstract of some history or geog- raphy work in which he has shown a deficiency, and another some grammar exercises. The home work assigned to a class as a whole is made fight in order that pupils maj^ have time for their individual work, which varies considerably." — 1911 Annual Report. (S) The Batada Plan The report of one District Superintendent mentioned the adoption in some of his schools of the Batavia Plan. Of the above-mentioned measures the establishment of special classes was ofhcially adopted and employed throughout all schools. The other plans and schemes were the result of the initiative and ingenuity of principals and district superintendents in various schools and districts. It is also to be noted that many of the measures mentioned in the other divisions of this report related also to the progress of backward pupils. (e) PROVISION FOR MORE RAPID PROGRESS OF BRIGHT PUPILS As far back as 1905 the annual reports of district superintendents contain numerous references to the recognized necessity of permitting the brighter pupils to advance at as rapid a pace as their abilities war- ranted. The following is tj^pical: 107 "Of at least equal importance (as the progress of the slow pupils) is the necessity of giving special attention to pupils capable of advancing rapidly and of doing more work than the minimum requirements call for or of doing the work prescribed in less than regular time. Pupils who have inherited more than average ability, who are prompt and regular in attendance, earnest and industrious in their application and who possibly receive considerable assistance at home should be allowed, even required to break from the fixed lockstep and gain time in completing the elementary course. This may be done by organizing classes of holdovers and pupils of exceptional ability promoted from the grade below who shall complete two term's work in one term or three term's work in two terms. — Report of Associate Super- intendent Edson. Provision made in this direction included: (1) Organization of "Plus" Classes — 1906 Teachers continued with their classes for more than one term, and pupils covered the work of three terms in two. (2) Organization of Rapid Advancement Classes (S) Flexibility in Promotions — 1910 Under this plan promotions of quahfied pupils during the term were encour- aged and supplemented the periodic promotions at the end of the term. In 1910 Dr. Meleney wrote: "We are coming to insist that pupils must be promoted when they are quahfied. When the class promotions occur any pupils who are unprepared should be so classified that they may continue the work and be promoted as soon as possible. No child should be obliged to take an extra term to accomplish work that he may be able to do in one or more months. To carry out this idea special and group work is necessary. So, also, the individuals who are prepared to advance ahead of their classmates during a term, must have the opportunity of doing so through special classes or groups. We are studying these problems and devising a more elastic system in order to satisfy the needs of the greatest number of pupils." (4) Typical Schemes Adopted in Some Schools and Districts to Facilitate Rapid Progress (a) Probationary Promotion. Districts 13 and 15 (District Superintendent Franklin) reported the use in 1913 of a "probation system of advancement of bright pupils and of accelerating backward ones." Under this plan which involved a more general systematic and intelligent application of the old "trial promotions" bright pupils were promoted to the next grade and received special attention at the hands of the teacher of such grade. Similarly, at the end of a school term pupils who ordinarily were scheduled to be left back were promoted on probation. The receiving teacher through additional attention, made every effort to enable such pupils to main- tain themselves in the higher grades. (6) Subject Promotion. Under another plan bright pupils were permitted to recite in classes in certain subjects in grades beyond their average grade. (5) Experimental High School for Pupils Who Have Completed the Sixth Grade in Elementary Schools and Who Are of Conspicuous Ability — 1914 Under this plan pupils of conspicuous abihty are able to complete the work of the seventh and eighth years and also of the four years high schools in less than six years. (6) Rapid Advancement Classes in Junior High Schools — 1915 The present organization of the Junior High Schools includes provision for rapid advancement classes for bright pupils received from sixth-year grades of neighboring schools. In such classes pupils are enabled to finish the seventh and eighth years of the elementary and the first year of high school in two years. A feature of the plan in many schools is the selection of these bright pupils by means of intelligence tests. 108 (7) Termnn Classes Classes of this type have been estabhshed in a number of schools and pro- vide for the exceptionally bright or gifted child (selected by Intelligence Tests) . An enriched curriculum besides more rapid progress is characteristic. (/) CLASSIFICATION AND GRADIxNG OF PUPILS In addition to the various plans mentioned in the foregoing, all of which involved to a greater or less degree the classification or reclassi- fication of pupils, the following indicate the recognition of the need for a better grading of pupils than that provided by the traditional plan: {1) Extract, Report of Associate Superintendent Haaren—1909 "In the organization of larger schools some of the features of insti-uc- tion in the smaller schools usually disappear. Among these is the liberal grading by which one teacher has several grades, and there is substituted the close grading by which a teacher has pupils whose ability is considered equal. But the tendency of close grading is toward mass and mechanical teachirig unless great care is exercised. I should Uke to see an arrangement by which teachers, if not teaching two grades, would at least teach two groups in a class. If a class is well-taught, that is, if the pupils are stimu- lated or encouraged to work to the limit of their ability, individual differ- erences will appear in the work accomplished early in the term, and these differences will increase as the work progresses. The suitable provision for individual differences is in grouping the pupils according to ability and attainment, for unless some such provision is made, bright pupils will be kept waiting for slower ones, and the slow pupils will not make the effort ' to do work which is somewhat difficult, but not beyond their powers. Teachers occasionally claim to teach to the 'average' of the class, but the usual effect of such teaching is to cultivate, habits of listlessness, if not of laziness, in the pupils who are able to do more than 'average' work." (^) A Proposed Triple System of Grading In a very suggestive report prepared by Associate Superintendent Straub- enmuller in 1910 the proposal is made that a triple system of grading be adopted as a solution of the overage and retardation problems. The report submitted in 191G so aptly discusses conditions that in some .systems have been a matter of only recent recognition that extracts from the report are reproduced herewith : "Uniformity has for years been the idol of education-^uniformity in courses of study, uniformity in methods of teaching, uniformity of grades, uniformity of requirements for promotion and graduation as if children were not of different types and degrees of mentality. Swift, in 'The Mind in Making,' says: 'The dominant sin of the schoolroom is the attempt to make children homogeneous. Uniformity in teachers and pupils ahke arrests men- tal processes and tends to dulness.' "The insistence upon uniformity for all is wrong to those below the average in understanding and power. Uniformity assumes that children of an age can be taught the same thing in the same way in the same period of time. The attempt to carry out this assumption has resulted in injury to many children, has been the prolific cause of retardation, and has raised the cry of overburdening. Experience and statistics of promotion and of ages of children leaving school prove that it is impossible for all children to reach the same goal at the same time through uniformity of insti^uction . As long as 'physical, psychological, pathological and social conditions vary in children just so long will the ability of children to profit by instruction vary.' The more pupils diverge from the normal in their physical and psy- chological make-up, the more harmful is it to condemn them to mass instruc- tion in the regidar grades. Children's capabihties and capacities are not uniform and can not be made uniform, and hence some scheme of grading must be adopted that recognizes these differences in children. "Under the present conventional system of grading and classification we find in the same classes the talented and the talentless, the specially 109 gifted and the poorly endowed, the 'mentally and physically right' and the mentally and physically wrong, the well-fed and the poorly nourished, the overage and the underage, the well-trained and the ill-trained, the regular and the irregular. We also find children of different types of mind and of different degrees of mentality; some with educational advantages at home, and others without any; some whose mental powers become quickly exhausted, and others who have endurance. This state of affairs is evidently wrong. "It is true that in some large school systems the bUnd, the deaf, the mentally defective, the tubercular and the anemic are being excluded from the regular and conventional school organization and assigned to special classes. But even if that be done, there still remains a c^ass of children in the grades who cannot follow the instruction given in those grades. These children are not atypical. They form a class by themselves in between the normal children and the four-sensed and mentally defective children. They are the children who are left back, who are obhged to repeat grades, who upset the time program and impede the progress of the normal pupil; they are the children who do not meet the requirements of the prescribed course of study; they are the ones who become disheartened at their lack of success; they lose interest and fail; they do not graduate, nor do they receive the well-rounded education and training resulting from finishing a prescribed course of study and of training. "There should be a triple system of grading: (1) the conventional sys- tem for the normal child; (2) the advancement system for the child that has not been able to keep up with its fellow-pupils; (3) the ungraded system for the mentally defective child. With the exception of the bhnd, the deaf and the idiotic, no elimination from the regular grades should take place until after the first yea;r. This is recommended because some children adapt themselves very slowly to the school regime. It is difficult to determine their exact mental status, and they should be given a fair trial. At the end of the first year after the elimination of the mentally defective according to the by-laws, the entire number of left-backs should be organized into a class called Advancement Class 2A. This Advancement Class 2A would then consist of pupils who are normal mentally but who are backward. The cause of this backwardness may be late admission, sickness, neglect at home, arrested development, laziness, stupidity, or a combination of any two or more of these causes. "The children who have stood the classroom test, i., e., the perfectly normal ones, would advance from grade to grade, following the regularly prescribed course of study until they complete it, as they do now. The pupils placed in the advancement class would follow a modified course of study in which great emphasis would be laid on the sequential subjects . After a term in such advancement class a bright child would catch up on such subjects and could be restored to the class to which it belonged originally, thus losing no time. "The other children, the naturally stupid and those who have not yet caught up, but who have done fairly well, could be promoted to the next Advancement Class 2B. "Whenever a pupil in the conventional system fails of promotion, even in the upper grades, he is to be placed in an advancement class whose numer- ical denomination is the same as the class he would have been placed in if he had been promoted. Should this pupil do satisfactory work here, he may be returned to the class in which he would have been, if he had not fallen behind with his work. "Some of the children will remain throughout .their school course in the advancement system. They will in course of time reach the 8B class in that system. Inasmuch as they have never done the regularly pre- scribed work, they will not be entitled to a diploma, but must content them- selves with a certificate." Advantages of Triple System of Grading "The advantages of this triple system of grading are many. It tends to promote individual and group teaching and training. It enables the principal to transfer the obstructionist. It is a boon to children who are quickly fatigued by mental strain, for the smaller register will make it pos- sible for the teacher to provide work adapted to, the backward child, in whom , as a rule, mental fatigue quickly shows itself. The so-called left-backs will not be compelled to cover the same work in toto, which always involves 110 repetition of some work already mastered. The advancement i:)upil feels that he is advancing; he will nearly always be in a class with pupils of his own age and approximately of his own capabilities. Attention will be paid to the needs of the child, rather than to that fetish — graduation. 'What is a child capable of learning and not what should it know,' can be made the guiding principle of the proposed .system. It recognizes the fact that children differ as to capabilities and capacities, and that there ar(> some naturally stupid pupils who should not be asked to do what they can not do. Pupils can be readily transferred from one system to the other, and frequently without the loss of a term's work. If any doubt arises as to the enrollmeiit of a child in a defective class, it may be given a chance to recover itself in an advancement class. A pupil in a defective class who has improved may be sent to an advancement cla.ss and succeed there, although his assigimient under present conditions to a normal class would not have benefitted him. It gives a left-back a chance to catch up. The absence of haste, of driving, and of a multiplicity of subjects is particularl} beneficial to the child ner- vously afflicted." Dangers of the Triple System of Grading "One great danger of .this system, is that teachers are apt to regard the main object of the scheme as being to restore children of the advance- ment classes to the regular grades. Such a conception of the main object would again lead to pressure of work and overburdening. It' will be seen that boys of the same age may be kept abreast of each other, one in a class of the normal system and the other in a corresponding class of the advance- ment system, each doing work best adapted to his capabilities." (3) Organization of Entire School on the Basis of Ability of Pupils "The results have been markedly better progress on the part of pupils and an increased appreciation of the possibilities for such progress by pupils on the part of teachers. All the classes are mixed and the teachers rotate in instructing ''rapid advancement,' 'normal' and 'slow' classes, as far as possible the more difficult classes being assigned to the stronger teachers " — Report of District Superintendent McGray — 1911. (4) Classification or Pupils According to Weakest Subjects See Double Time Plan. (.5) Grouping of Pupils According to Physiological Age "A number of schools reported the use in 1913 of physiological age as the basis of grading and the modification of the course of study so as to appeal to pupils of more mature development." — District Superintendents Dwyer, Franklin and Stracllan. (6') Grouping on the Basis of the Results of Binet Tests "A number of districts (District Superintendent Franklin and District Superintendent Dwyer), reported the use in 1913 of the Binet Test to pro- vide the b.qsis of grading pupils and also the use in other schools of selected group tests of intelligence." (g) THE NEED OF INDIVIDUALIZING CLASS TEACHING RECOGNIZED Extracts from reports of superintendents: (1) "To my mind the greatest problem in elementary education is how to reconcile class teaciiing with individual teaching, how to teach an individual in the presence of a class so that it shall react profitably on the class leaving no one idle or inattentive." — District Superintendent Shimer, 1907. (2) Group Work in the Recitation gradually .supplanting the "class unit" system. — District Superintendent Richman reported that — "This method in addition to enabling the teacher to discover and remove the difficulties which retard the progress of the individual has developed in the children a sense of responsibility, a decided degree of self-dependence, and 111 an ability to use a book without waiting for minute directions. In the teacher it has checked the talking or lecture method so that the children may work quietty and independently without the constant interruption of comment and criticism by the teacher." (3) Report of Associate Superintendent Edson — 1910: "Individual Instruction and Group Teaching." "One of the most serious criticisms that is made of modern education, especially in cities where the attend- ance is large and the classes are closely graded, is the tendency to recognize large groups of pupils rather than individuals. Mass teaching is in the line of least resistance; and as a consequence many a teacher centres her attention but httle on individuals; she measures her success by the progress of the class rather than of individual members. "The object of school classification is to place pupils in right relation to work and to each other, and to facilitate progress through the grades. Differ- ences are sure to exist in any class, in the ages and maturity of pupils, in their abiUty and progress, in their regularity of attendance and power of appUca- tion, and in the assistance rendered at home; and these differences should be recognized. Any plan of grading pupils has a tendency to hold in check the bright pupils and thus to deaden rather than to quicken mental activity; and on the other hand, ordinary school classification may discourage the slow and backward pupils who fail to grasp clearly much of what is presented. "Single Division. The main arguments advanced in favor of a single divi- sion in classwork are: Fewer classes, and, therefore, more time for each exer- cise, and presumably more thorough work; accelerating effect of mass move- ment upon certain pupils; difficulty in keeping the division not reciting pro- fitajbly employed; and less work for the teacher. These arguments, however, have small weight in the mind of a genuine teacher thoroughly interested in the progress and best work of her pupils. "Two Divisions. The main arguments in favor of at least two divisions in the main subjects in a class are: (1) A small group of pupils can be kept interested, attentive, and mentally alert better than can a class of forty or fifty pupils. (2) A definite time for study and self-directed effort is afforded. In mass teaching there is a tendency to make the recitation too prominent, and to undervalue the worth of study. (3) The power of concentration and inhibition is strengthened by group teaching. (4) There is less opportunity for the teacher to talk and to explain in short periods when the class is in two division's than in long periods with a single division. (5) There will be more attention to the individual child and more opportunity for wise assistance and for the promotion of deserving pupils in a small group than in a large one." (h) MODIFICATION OF THE COURSE OF STUDY While our courses of study have been undergoing ahxiost continuous revision and modification on the basis of considerations other than those under chscussion, some of the changes instituted indicate that the neces- sity for mochfying the curriculum to meet varying pupil needs has been increasingly recognized. In addition to the modification of the course of study involved in the organization of special class/es the following may be'^mentioned in this connection. (1) Extension of Shopwork for boys and Domestic Science for girls — 1908. (2) EstabUshment of Vocational School for boys — 1909. It was intended at the time that such school would afford opportunities for continued education to those pupils who were not attracted by the academic courses in high schools . , (3) Minimum and Maximum Time Schedule, adopted 1913. "A minimum and maximum time schedule was recommended to the Board of Education. In a large community, with segregation of foreigners, it was felt that discretion as to the time devoted to the various subjects of the curri- culum should be given to principals. Hence, in most subjects a minimum time and 112 a maximum time was suggested. Thus, in a section in which Enghsh is diffi- cult, the maximum time in that subject may be prescribed by the principal. If that time be deducted from 1,500 minutes,'the remaining time may be used for the other subjects, provided no subject receives less than the minimum time. The time table has been so constructed that the maximum number of minutes may be given to arithmetic and English, and the remaining number of minutes will be sufficient to devote the prescribed minimum time to the other grade subjects." (4) Homemaking courses for girls in the elementary schools estabhshed 1914. (5) Industrial courses for girls in the seventh year — -1914. (6) Housekeeping course for overage immigrant girls established in some schools — 1914. (7) Prevocational Courses established in Elementary Schools, 1914. The controlling ])rinciples underlying the plan are best given in the fol- lowing extracts from the report of Associate Superintendent Ettinger who was chiefly responsible for the introduction of these courses. "That our Elementary School is definitely prevocational^with reference to those pupils entering commercial or professional hfe, has been often recognized. Until recently, however, little attention has been given to those adolescent pupils of our 7th and 8th year grades whose inclinations, abilities, and pros- pective placement in the work-a-day world demand that we provide within the limits of the elementary grades, a type of experience in the elements of fun- damental trades that will enable them to discover whether or not they are fitted to do industrial work, :uid will enable them to gain an insight into conditions of industrj' under which work must be done. "Inasmuch as there are approximately twice as many adolescent pupils in our elementary grades as there are in our high schools, it should be obvious that a democratic scheme of education should not make completion of an 8th year course of study and admission to high school conditions precedent to secur- ing the variety of experiences that the versatihty of our pupil group demands. Just to the extent that we provide a differentiated course of study in oin- 7th and 8th years concurrent with the advent of adolescence, we are providing, a scheme of education which is essentially democratic because of its adaptability to the varying needs and abihties of the pupils. The characterization of our ele- mentary education as essentially undemocratic, even aristocratic, has been jus- tified because of the fact that we have assumed an identity of abiUty and social destination which is belied by daily experience. As Professor Dewey long since stated in 'The School and Society,' 'The great majority of human beings are characterized not by distinctly intellectual interests, but rather by practical impulses and dispositions,' and that 'while our educational leaders are talking of culture, the development of personaUty, etc., as the end and aim of educa- tion, the great majority of those who pass under the tuition of the school regard it only as a narrowly practical tool with which to get bread and butter enough to eke out a restricted life. If we were to conceive our educational end and aim in a less exclusive way, if v/e were to introduce into educational processes the activities which appeal to those whose dominant interest is to do and to make, w^e should find the hold of the school upon its members to be more vital and more prolonged, containing more of culture.' "Representative opinion holds that om- schools are not giving results pro- portionate to the time, in efficiency, culture, or character. There is a growing ijelief that in the name of culture much time is wasted, without securing real culture or substantial character which is the prime element of culture. As an economic ideal, the vocational movement looks toward preparation for skilled employment for those pupils who otherwise would leave school and become unskilled laborers. The fact that under present conditions many pupils leave at the end of the sixth grade is an additional argument for the time scheme proposed by the committee. The demand upon tlie scientific and professional schools for thorough and extended courses calls for economy in all the prepara- tory courses (including the college). The vocational movement in the end wiU not detract from the culture ideal, but wiU give it a clearer interpretation. We believe that nothing will be lost to the best ideals of our civihzation — power of reflection or the need of transmitting wealth into scientific knowledge, liter- ature, art, and ethical standards. Allowing for all historical differences, the results in older countries, in developing high intellectual power, confirm this view of the educational scheme. "If the ethical problem of a democratic system of education is to promote 113 such an organization of society as will enable each individual to do the work for which he is best fitted, one essential requirement is a diversified curriculum which makes possible, in a partial way at least, an adjustment of the educa- tional process, particularly to that hitherto neglected group who have failed to find in book study that satisfaction which their practical nature craves." — ■ Annual Report for 1915-1916. "Three controlling principles underlie the plan: (o) The first principle is that at the end- of the sixth school year, a differentiated course of study should be organized, so that those adolescent pupils whose aptitude is possibly towards mdustrial work may have an oppor- tunity to work in shjaps and through a study of industrial conditions to determine whether or not they are fitted to undertake further practice in industrial work. The question involved is not one of dividing a school into 'thinkers' and 'doers,' but by so organizing the resources of the school that it shall offer an equality of opportunity denied under a bookish curriculum. (b) The second principle is that having determined through shop rota- tion the kind of industrial work for which the pupil seems to be best fitted , sufficient practice of that particular work shall be given to prepare him for continuing in a vocational school or in a technical high school. (c) The third principle is that while the cultural and social activities of the curriculum shall remain unchanged, the correlation between certain phases of academic and shopwork shall be effected. "However critical may be our attitude toward various phases of the experi- ment, I think we may safely claim that the work is an experiment in democracy or to be more specific an attempt to assure to our children a more democratic type of school than has been hitherto provided. For what can be less demo- cratic than to ignore the differences in inclinations, abilities and prospective social destinations of our pupils, and to assume that any eight-year type of bookish schooling is the best type of training despite the increasing variability easily discernible among pupils as they progress upward through the grades. If the ethical problem of a democracy is to require of each individual that which he is best fitted to do, it follows that a diversified curriculum of which indus- trial work is but a phase should supplement a minimum fundamental schooling of possibly six years duration." ' (i) MISCELLANEOUS (1) In 1909 the Compulsory Education Laws were changed so as to require entrance into school at seven instead of eight years of age. (2) In the same year an individual pupil's record card was adopted which provided a more adequate school history of each pupil than the former record. The above gives adequate indication that for some time there has been an increasing recognition upon the part of. our local school author- ities of the desirability of greater flexibility in grading, in course of study, and in methods of advancing pupils, than that permitted by the con- ventional forms of organization. On the other hand, it is to be pointed out that such variations or modifications as those referred to in- this sec- tion were with some exceptions more or less experimental in character, relatively limited in application, and hence comparatively not as far reaching in actual effect upon our school system as might be expected. A more purposive programme in this direction is needed. 5. Better Grading through the Use of Mental and Educational Measurements That the ineffectiveness of the traditional scheme of classifying pupils for purposes of instruction has long been recognized by many of our local school administrators, and that they for some time have appre- ciated the necessity for modifying our educational programme for large numbers of our pupils, the previous section of this report bears witness. With th& recent advent of educational tests and measurements, how- 114 ever, such facts have been more forcibly brought to our attention. Through the use of such instruments, we have not only been made aware of the existence of ''individual differences" in our pupils, in a more objec- tive way, iDut we have also been able to measure the extent of such dif- ferences. That such means should be employed to provide a more effec- tive basis for grouping, was but the logical sequence of events. While there arc doubtless a number of other factors which should receive consideration in the classification of pupils into groups for pur- poses of instruction, the controlling elements in most cases are first the educational status of the pupils, and secondly, their relative ability to learn or to progress. (a) EDUCATIONAL STATUS AS A BASIS OF GRADING The first aim of grouping is to bring together the pupils who have the same educational status, pupils whose educational achievements or attainments are equal, and whose instructional needs are similar. If this could be effected, it is obvious that the task of instruction would be much simplified, tjie efforts of the teacher more fruitful, and the probability of more general success much greater than with a group of varied attain- ments and differing needs. Without discussing the relative accuracy or limitations of the former methods of determining the educational status or attainments of pupils, we may consider the more ol)jective means provided by educational measurements. Standard tests and scales are available for most of t-he essential subjects of the curriculum. Norms and standards of attain- ment have been set up for the several grades, and simple comparison of the achievement of a pupil or group of pupils with such standards gives us a fairly reliable index of the standing of the pupil according to grade. A pupil shows fifth grade reading ability or sixth grade skill in penmanship, or third grade achievement in arithmetical fundamentals. In similar manner, comparison of the achievements of the pupil may ' be made with the average achievements of pupils of his own age or of other ages. The increasing practice of determining age-norms for edu- cationaftests, makes such comparison feasible. By indicating the achieve- ment of the pupil in a given subject in terms of age rather than grade, we obtain a measure of the educational status of the pupil that is termed educational age. An educational age of twelve years in arithmetic, for instance, would indicate an attainment in this subject that equaled the average or normal performance of twelve-year-old pupils. For a group of subjects, a composite educational age may be determined by aver- aging the pupil's educational age for each of the subjects, weighting each according to its educational significance or importance. Determination of the grade standing, or educational ages of pupils however, will not suffice as a sole index of educational status. Pupils differ not only in educational attainments, but they vary also in the rate at which they learn or have learned. It is obvious that grouping on the basis of achievements at a given date would result in what might be called static grading, in groups that would be on a par for but a short time. As instruction proceeded, differences in the rate of learning would soon produce differences that would destroy the equality that existed at the start. The rate at which pupils progress is therefore significant, and should be included in determining educational status. As one measure of the rate of progress or learning ability of pupils, 115 we may employ the Educational Quotient; which is the ratio of the edu- cational age of the pupil to his chronological age. If a pupil twelve years old shows an educational age of twelve years, his educational quo- tient would be 100. If the same pupil showed an attainment of an edu- cational age of only eleven, his quotient would be 92. This would mean ■ that his growth in subject matter or educational abilities has not kept pace with his growth in years. If the E. Q. is above 100, it would indi- cate that the pupil shows an educational development beyond that of the average child of his age. While the educational status of the pupil as revealed by his edu- cational age and his E. Q. possesses a number of advantages for grading purposes, it has certain limitations which preclude its use as the sole basis for grading. While they indicate more reliably than any former means the present educational status of the pupil, it must be kept in mind that such status is a resultant of a number of factors that have been operative in the situation. Mental ability, health, regularity of attendance or absence, application or attitude toward work, the ability of teachers, the organization of the school, and other elements are all factors that have influenced the result produced. Many pupils of supe- rior mental ability, the experience of teachers has frequently shown, are doing only passable school work, while, on the other hand, many pupils of only average intelligence are doing better than average work. So that while the educational age and the E. Q. are indices of the prog- ress achieved to date, they are only partially an index of mental ability. (6) MENTAL ABILITY AS A BASIS FOE GRADING The second important aim of grading is to bring together those pupils who can progress at the same rate. This, the previous paragraph has shown, can be determined only indirectly from measures of educa- tional achievement, because, while the quality of school work is depend- ent upon mental ability, it is also conditioned by other factors for whose influence allowance cannot be readily made. For a more direct measure of the mental ability of the child, we depend upon objective tests of intelli- gence, which in the form of group tests the industry of modern psychol- ogists has recently made available in plenteous variety. The unit of expression in such tests is the age, and comparison of the scores of pupils with the norms of different ages yields the mental age of the pupil. This informs us of the level of development reached by the pupil in compari- son with children of the same age, all of whom are assumed to have been subjected to the same environmental conditions and experiences. From the measurement of the learning that has taken place we obtain an index of the learning ability of the individual. The relative rate of growth may be expressed by the ratio of the mental age to the chronological age, which ratio is called the Intelligence Quotient. An I. Q. of over 100 for a child of a given age would indicate a growth in mental ability beyond the growth of the average child of that age. An I. Q. of 75 would mean that the mental development of the child has been but 75% of the normal growth in intelligence. Grouping pupils solely upon the basis of mental ability would not be altogether satisfactory. While it would bring together pupils of the same learning ability it would ignore the differences that exist among such pupils in educational attainments. The fact that a ten-year-old pupil in the flfth grade has a mental age of fifteen is no justification for the 116 immediate transfer of such pupil to the first year of hi^h school. The educational status of the child may show actually only fifth or sixth grade attainment. If classification of pupils proceeded solely on the basis of the results of intelhgence tests, it would bring together in the same group pupils of varying school attainments, and tend to leave serious gaps in the knowledge of subject matter of the individual pupil. Proper grading must consider both mental ability and educational status as well as other elements. (c) GKADING SCHEME EMPLOYED IN A NUMBER OF SCHOOLS It follows from the above that for effective classification of pupils for instructional purposes it is essential that both mental abihty and educational status be taken into account. Each one alone is unsatis- factory and has practical disadvantages. In each of the schools in which this Bureau has cooperated with the principals in the reclassification of pupils on the basis of mental measure- ments, several intelligence tests were given besides a battery of edu- cational tests in all the essential subjects of the curriculum. From the results there were obtained for each pupil his mental age and intelligence quotient and his average educational age and educational quotient. Classification then proceeded according to the following schematic outline : ^glf ICATIQN fiO i OE" ' axrj\j\oH iNTCLLtGCNCE. Age Level hi Shown &» fitveRfv^r Age im Spell. LftiosoflGe. ReAOiNL-.ANOy^RrTH. J PY^-SRr.TiDNfl llfiH. XIWl.Q nW 1 AveRftsero HISH LO. IWHY WGcirtDCftBlllTY fl^GRftOeABllITY 6*"6BA0EAe.iiTv , ■'"■.oBADeAS'li™ fo"'G(lA^cABiliTY S™ Gftfloc: As'l^TY I 1 i 4™ GRJSCC Mi I iTl h t < 1 1 1 1 ■ 1 c 1 '^ I 1 D 5"'Gj2M)=M.i.-n- < i \ i a 1 £ 1 a ■ ! 5 1 :S - ' ' Figure 32 On the basis of age in subject matter, pupils were placed tentatively on the corresponding grade levels. After the tentative grade classifica- tion was effected pupils were divided into five groups on the basis of their I. Q. into very dull, dull, average, bright and very bright. This completed the tentative classification upon the basis of the test results. 117 If such were finally adopted, some extreme reclassifications would be made. Other factors in the situation require consideration. The teacher's judgment should be consulted, the piipil's school record inspected, his score in each subject as well as his composite score should be examined, his physical development, health, social devalopment, emotional and other characteristics must all be taken into account before final deci- sion is reached. The problem of demotion will arise, and must be decided in the light of all the information available and after consideration of the best interests of the child. Careful consideration of all such factors results frequently in modifying the extreme reclassification that would occur if test results were the sole determinants. Numerous administrative problems arise in connection with any reclassification project. The size of the various groups controls in many cases the number of divisions possible. In small schools the number of pupils is not large enough in each of the groups to warrant separate classes. In such cases the division may be threefold (after the very low I. Q.'s have been segregated for ungraded classes) based in each grade upon the ranking of pupils according to size of their I. Q.'s. The highest third, the middle third and the lowest third may be placed in separate classes. All such problems are individual to the particular school, and can be solved only after due consideration of the elements of organiza- tion involved. 118 VI— FLEXIBILITY VERSUS UNIFORMITY IX SCHOOL ORGAXIZATIOX AXD PROGRESS L Significance for School Organization of Pupil Classification According to Ability The widespread adoption of the classification of pupils .according to abilit}^ carries with it the acceptance of the implications which such classification. has with respect to our educational procedure. It signifies the sul3stitution of more valid principles for the assumptions that formed the basis of the traditional type of school organization. Recognition of the existence of individual differences in ability and mental develop- ment implies as a corollary a realization that all pupils cannot satis- factorily complete the courses of study as traditionally planned, that uniform educational treatment will not bring uniform results," and that similarity in chronological age does not necessaril}' mean similarity in mental maturity. As a consequence it follows that flexibility in our educational programme must replace the more or less rigid uniformity that has hitherto prevailed. In place of one uniform aim for all pupils, varying goals must be set up, in place of one curriculum for all pupils, several courses must be provided, instead of uniform standards of prog- ress vaiying standards must be adopted, and in place of the more or less chronological scheme of promotion, a more effective basis for periodic reclassification of pupils must be devised. Consideration of the specific needs of the several pupil groups result- ing from reclassification will serve to indicate some of the problems involved. 2. Specific Provision Required for Varying Pupil Groups (a) very dull or backward pupils Early recognition of the presence of mentally defective pupils in the school groups led to the adoption in this city in 1903 of the policy of segregating such pupils in special classes (ungraded classes) for special treatment. For this group the aim of the elementary schools to give each child a complete elementary education obviously had to be modified, the course of study necessarily had to , be changed, and current stand- ards of grade progress could not apph'. The pressing need at present is more adequate provision in terms of classes. At date such classes number 258, and accommodate 4,777 pupils. This number is inadequate. Failure to provide more in the past has been due in part to an erroneous idea as to the number of such pupils involved. In the past, pupils for such classes were first selected on the basis of the personal judgment of the teacher and the principal, which was subsequentlv verified by careful individual mental examina- tions. With the widespread use of 'group tests of mental ability a great many more pupils of this type will be discovered and more comprehen- sive provision will have to be made. Conservative estimates place the number of such pupils at 2% of the school population, which would mean for New York about 16,000 pupils, or 1,000 classes. Inadequate 119 provision for this group will render ineffective the scheme of classifica- tion proposed for all pupils. In the second place, such classes must be accepted as part of the organization of every school and as necessary as any other type. In a number of instances in the past the establishment of classes of this type in given schools was not welcomed by principals, who felt that it reflected upon the efficiency of the school. We have accepted in theory the principles of individual differences in ability, and we must accept it in practice. Whether the present educational treatment of such pupils is the best possible is a question for future determination. Doubtless with increased knowledge and skill in handling pupils of low grade intelli- gence, further modifications in the educational regimen for this group will be made. Numerous problems relating to the instruction of such pupils still await solution. (6) DULL PUPILS The second group for which a modified educational procedure is required comprises the dull and dull normal pupils. Such pupils are above the mental defective type, but below the normal or average. They range in I. Q. from about 70 to 90. Of such pupils we have a large num- ber, and under the traditional plan, they, for the most part, would be found scattered among the normal groups, a hindrance to the progress of their group, a distracting problem to the teacher and subject to the personal discouragement which accompanies their inevitable failure in competing with their more favored classmates. These pupils recruit the ranks of the retarded and overage. Present provision for such pupils consists of an inadequate number of special classes of lower than average register, in which a more or less slightly modified course of study is followed. The ineffectiveness of our past and present efforts with such pupils is due in large measure to the fact that their retarded status was attributed quite generally to other causes than inferior mental ability, and that it was regarded as tem- porary in character, to be improved or overcome by the application of various remedial measures of one kind or another. Upon such assump- tions no adequate differentiation in aim or course of study was made. It was still felt that by special attention, most of such pupils could be enabled to complete the elementary course in approximately eight years. Our experience shows, however, that only a few graduate, and then only after the exertion of the greatest degree of educational pressure and effort. The bulk drop out around the sixth or seventh year. Our present endeavors with such pupils are not only ineffective, but also wasteful of energy and time. The grouping of such pupils for differentiated treatment will serve the purpose of focussing attention upon their specific needs and upon their possibilities. Inasmuch as the group ranges from the borderline of feeble- mindedness up to normal mental ability, it will be possible to make more refined differentiations. Some pf the pupils will be able to accom- .plish what is required by the current curriculum, but at a slower rate of progress. For others, the present course of study must be modified by the elimination of non-essentials, and a slower rate of progress required. For the lowest group, work a little in advance of that prescribed for ungraded classes may be necessary. What will most satisfactorily meet 120 the needs of such pupils is a question for actual experimentation rather than theoretical speculation. Under more skillful methods our future experience may demonstrate that we have not in the past capitalized sufficiently the mental abilities of such pupils, limited as such abilities may be. Under the more favorable conditions resulting from more refined grouping, more effective work will be possible. (c) AVERAGE OR NORMAL GROUPS The third group consists of those who are of normal or average ability. This group will be the largest in our pupil distribution, and for them the present course of study appears to function most satisfactorily. What is normal progress according to current standards is possible for most of this group. At the same time, it is essential even here to make provi- sion for varying rates of progress due to the influence of factors other than mental ability. (d) BRIGHT PUPILS, ABOVE AVERAGE ABILITY For those pupils who are above normal ability, more specific and adequate provision than that possible under present conditions is needed. While the necessity for doing something for such pupils has long been recognized more or less vaguely, the provision made to date has not met their needs. In the past, the selection of such pupils was based solely upon the judgment of the teacher and such judgment has very frequently been faulty. Failure to distinguish between the possession of extra ability and the possession in high degree of the so-called school virtues has frequently resulted in the neglect of the really bright pupils for those whose good manners, conduct, respectful attitude, glibness of response, docil- ity, or immobihty of posture, etc., served to recommend them most favor- ably to the teacher Again, in most cases, the teacher, although al)le to . select the bright pupils, has been reluctant to lose those members of the class whose good work raised the class average results and offset the poor work of the less able pupils. Therefore, for the most part, such pupils were allowed to remain in the ordinary classes, and in consequence tended to develop habits of listlessness, inattention, and indolence. The more scientific basis for selection now available will not only make such selec- tion more accurate, but it will also serve to prove that the number of such pupils is greater than our past experience has shown. The provision made for such pupils in the past has been limited in extent. It has usually taken the form of more than average progress, — the completion of three terms' work in two, or of two terms in one in "rapid advancement" classes, which have been a feature of our schools for the last two decades, and which took the place of the practice of "skipping a grade" in vogue prior to 1900. While it is desirable from some points of view to have those pupils who can complete the elemen- tary course in less than eight years, and Avhile probably this is all that is possible with those pupils who are but slightly above average m abil- ity, careful consideration must be given to other factors than mental abiHty, The physical development of the child, his social maturity, his development, needs and interests in other than intellectual directions, must be taken into account. For those who are considerably above the average in ability, a broader curriculum, or a more intensive course 121 of study than the traditional is a possibility that may be more desirable than the mere saving of pupils' time. What should be done, or what can be done in these directions, will probably be determined by careful experimentation in the near future. (e) VERY BRIGHT OR GIFTED PUPILS Under the conventional plan little or no special provision has been made for the very bright or "gifted" pupils. Under the more recent plan of classification, the special needs of such exceptional, pupils will receive similar attention as that accorded for some time to those of sub- normal ability. Experimental work has already been under way for several years in New York to determine what special provision must be made to adapt our conventional courses of study and methodology to meet the needs of such pupils. The work in such special classes (called Terman classes) has aimed not only at more rapid progress upon the part of pupils in covering the regular course of study, but more specifically has attempted to provide broader educational opportunities, an enriched cultural curri- culum, and a type of instruction widely different from the traditional methods. (/) SUMMARY The above discussion of the special needs of the different pupil groups resulting from a reclassification upon the basis of ability indi- cates that the adoption of such a plan of grouping involves an exten- sive modification of our present educational programme. While up to date some effort has already been made to meet the various needs of the pupils, such efforts have not been effective nor adequate. More purposive differentiation in our school organization, in our courses of study, and in our methods of instruction, is essential. The, aim of the experimental work now under way in this city and elsewhere is the determination of such specialized methodology, and the formulation of such differentiated courses of study, as will provide the most effective educational opportu- nities and treatment for pupils of different levels of ability. With the successful outcome of such experimental endeavor, the future will hear no more of "misfit pupil," neither of misfit course of study. 3. Flexible Standards of Progress Up to the present time the progress of pupils through the grades has been indicated in the following ways: First. By age-grade status which is determined by a comparison of pupils' ages with the ages set up as standards for entering or com- pleting the given grades. A pupil, according to our present age stand- ards, should be eleven years old upon entering the sixth grade or year of school. If he is twelve he is overage, and slow progress is assumed upon his part. If he is ten, he is underage, and he is characterized as accelerated. The efficiency of the school, and of the school system, was by many judged by the number of overage pupils. The lower the number, the better the schools. Second. Pupils' school progress was also measured by the number of terms or years a pupil had been in school and the number of grades 122 he had completed. If the j^upil has completed four grades in four school terms, he has made normal progress. If he has taken less time, he has made rapid progress, and if he has taken more time, he is retard(>d. Again, the efficiency of the work of a school or school system was deter- mined by the number of retarded pupils. If there were manj^ who did not progress regularly, or according to the standard I'ates, the work of the school was considered ineffective. Third. Promotion rates were used as indices of the success of our educational efforts. A school that promoted 90% of its pupils was con- sidered a more efficient school than one that promoted only 80%. Fourth. More recently the progress of pupils has been measured by the results of standard tests and measurements in various subjects. Such measurements showed the number of pupils in any given grade whose performance equaled or surpassed the standard achievement for such grade. Indices of efficiency have been worked out (percentage of the total number of pupils in a class who attained standard scores) and the character of the instruction has been judged thereby. In all of these methods, the standards of progress set up are uni- form for all pupils. Based upon the assumption that uniform progress is possible for all pupils, they fail to make any allowance for varying pupil ability. Because of this their use yields information that is mis- leading, if not actually misrepresentative of the actual conditions obtain- ing. For instance, a pupil of more than average l^rightness who has advanced a grade each school term is considered, in accordance with present standards, to have made normal progress. Similarly, a pupil who is below average brightness, and who has likewise, by special atten- tion, special application, or in other ways, managed to advance regu- larly is also considered to have made normal progress. If the abilities of these two pupils are taken into consideration, it must be evident that as rapid progress cannot be expected of the pupil of less than normal ability as of the more able pupil. On this basis, the progress of the first pupil has not been equal to his potential progress so that he is relatively making slow progress. On the other hand, in the case of the less able pupil, the anticipated rate of progress has l)een exceeded and relatively such pupil has made more than normal progress. Failure to take into consideration the varying ability of the two pupils results in judging them Ijoth to have made normal progress, and this does not indicate the true state of affairs. The necessity of judging actual accomplishment in terms of possible achievements is apparent upon reflection. With the adoption of a type of school organization whose grouping of pupils recognizes the need of differentiation or classification according to ability, present uniform standards of progress become meaningless. If, as suggested in the pre- ceding sections, there are esta])lished in our system a numl)er of parallel courses of study for the normal, the dull and the bright, with varying content and requirements, it is obvious that current grade distinctions and standards of progress cannot apply. New standards must be set up which recognize that achievement is relative and not absolute, and which therefore will vary according to the particular course or particular pupil group. Such varying standards are lacking at present. Their determin- ation awaits the formulation of curricula for the various levels of ability. In time, we shall no doubt have standards of progress for the dull, the normal, the bright, and the very bright, which shall differ, not only quantitatively, but also qualitatively. 12.3 4. Accomplishment Quotient That differences in mental capacity among the individuals that comprise a class group among various classes, or among the pupil groups of different groups, determine materially the educational attainments achieved by such groups, has been recognized increasingly with the use of mental and educational tests. With the earlier use of standard mea- surements differences in achievement were attributed to differences in various elements of school administration, organization, and instruction. The superiority of some schools over others in achievement has been pointed to with pride and explained most frequently by reference to the excellent teaching, or to the more effective supervision that obtained. The relative inferiority of other schools has resulted in criticism of the quality of the teaching, etc. Rarely indeed has any reference been made to the differences in ability of the pupil groups of the classes or schools compared. More recently, the increased use of intelligence tests in conjunction with educational tests has led to the evaluation of educational achieve- ment in terms of mental ability. Franzen and Pintner both have con- tributed by formulating the principle involved, and by suggesting the unit, the accomplishment quotient, as a unit of measuring relative prog- ress or attainment. The Accomplishment Quotient (A. Q.) is the E. Q. (Educational Quotient) divided by the I. Q. (Intelligence Quotient). The I. Q. is a measure of the rate at which the pupil has developed mentally. It indi- cates his native ability. Inasmuch as it has a high correlation with maxi- mum possible school progress, it is regarded as an index of the potential rate of progress of the individual. The E. Q. (the educational or subject age of the pupil divided by his chronological age) shows the actual rate of progress. ''Since the I. Q. is the potential rate of progress and the E. Q. is the actual rate of progress, the ratio of E. Q. to I. Q. gives the percentage of what that child could do, that he has actually done. Thus, a child with an I. Q. of 1.32, whose reading quotient (R. Q.) is 110, though he is doing work that is above normal, is not doing work which is above normal for him. His j ' ^' is zr~ whereas if he were progressing at his 132" optimum rate, it would equal :|-^ "The accomplishment quotient is the degree to which his actual progress has attained to his potential prog- ress by the best possible measures of both. It evaluates the accom- plishment of the child in terms of his own ability. A brilliant child would no longer be praised for work which in terms of his own effort is 70% perfect in terms of the group 90%. A stupid child who does work which is marked 70 in terms of the class, but 90 in terms of his own, a limited ability, is no longer discouraged." — Franzen. The significance of the Accomplishment Quotient as a more accur- ate measure of the progress of pupils may be illustrated by the follow- ing data taken from the results of certain measurements conducted by this Bureau during the last school year. In connection with a reclassi- fication project in one of our smaller schools located in one of the con- gested sections of the city, all pupils above the 3A grade were given the following tests: Haggerty, Intelligence Tests, Delta 1 and 2 124 National Intelligence Tests Kelley-Trabiie Language Scales Woodv-McCall Arithmetic Thorndike-McCall Reading Nifenecker Geography, Series A Spelling Test (from Buckingham Scale) For each pupil there were obtained the Chronological Age Number of Terms Spent in School Mental Age Intelligence Quotient Educational Age for each Subject Composite Educational Age Educational Quotient Accomplishment Quotient The following tables presented herewith include data for sixteen classes involving 641 pupils. (a) AGE-GRADE STATUS Table LI presents a distribution of the pupils according to chrono- logical ages and to grades. According to chronological age-grade stand- ards there are 155 pupils, or 24.1%, under age, 216, or 33.8%, of normal age, and 270, or 42.1%, overage for their grades. Table LII shows the same pupils distributed according to mental ages. TABLE LI— DISTRIBUTION OF 641 PUPILS ACCORDING TO GRADES AND CHRONO- LOGICAL AGES Chronological ages (mos.) 4 A 4B 5A 5B 6A 6B Total 8.4-89 90 96 102 108 1 4 21 2 1 3 1 9 27 1 14 IS 1 5 20 1 2 8 9 1 7 29 114 25 IS 37 120 15 19 78 126 16 9 3 3 4 2 14 16 75 132 ^2 6 4 1 4 1 18 16 86 138 12 14 9 7 5 6 3 2 2 1 25 20 76 144 14 9 10 6 3 6 2 2 1 12 IS 68 150 6 10 8 8 3 4 1 1 49 156 4 S 4 5 2 2 36 162 '. 32 168 25 174 16 180 14 186 7 192 5 Total 113 79 135 120 112 82 641 26 5 44 34 26 20 155 43 35 30 34 45 30 217 Overage 44 40 61 52 41 32 270 Median in months 122 132 135 141 146 153 ]2.5 TABLE LII— DISTRIBUTION OF 641 PUPILS ACCORDING TO GRADES AND MENTAL AGES (AV. HAGGERTY AND NATIONAL) Mental ages in months 4A 4B 5A 5B 6A 6B Total 78 2 4 21 26 15 1 2 13 14 7 1 2 2 8 11 16 20 18 4 3 10 11 18 1 4 2 4 10 10 1 2 3 2 5 1 84 , 90 8 96.... 31 102 108 53 114 : 22 3 63 120 10 14 49 126 7 9 3 1 18 13 69 132 .. 7 4 2 3 12 12 56 138 7 8 1 5 3 1 1 10 16 41 144 18 7 9 7 2 1 1 2 3 S 51 150 12 13 9 4 2 1 2 12 29 156 5 4 6 1 3 2 28 35 162.... 23 168 13 174 180 186 6 192... 43 Total 113 79 135 120 112 82 ■ 641 Underage 68 39 78 46 31 18 280 Normal age 25 24 31 24 26 15 145 Overage 20 16 26 50 55 49 216 Median.. 109 120 123 139 144 169 TABLE LIU— DISTRIBUTION OF 641 PUPILS —GRADES 4A TO 6B— ACCORDING TO AGE-GRADE STATUS (a) Number op Pupils Underage mental Normal age mental Overage mental Total Underage, chronological Normal age, chronological .'.. Overage, chronological- 47 74 159 32 53 59 76 89 52 155 ■ 216 270 Totals 280 144 217* 641 (6) By Pebcentages Underage mental Normal age mental Overage mental Total Underage, chronological Normal age, chronological Overage, chronological 7.3 11.7 24.8 5.0 . 8.3 9.1 11.8 13.8 8.2 24.1 33.8 42.1 Totals 43.8 22.4 33.8 100.0 126 Applyinji mental age-grade standards we find that out of the 641 pupils, 280, or 43.7%, are younger mentally than the required grade level, that 145, or 22.6%, are of normal mental development for their grades, while 216, or 33.7%, are mentally older than the age standards for their grades and accordingly are educationally retarded. That chronological age does not mean a corresponding mental maturity is seen in Table LIII, which shows a distribution of the group according to both chron- ological age-grade status and mental age-grade status. The failure to take ability into consideration leads to erroneous conclusions as to pupils' progress. For instance, according to chronological standards the 155 pupils who are underage are assumed to have made rapid progress or to be accelei'atetl. When their relative mental ages are considered it is seen that 76, or 49%, are older mentally than the mental age-grade level, and accordingly such pupils are educationally not accelerated, but rela- tively retarded; that 32, or 20.7%, are only of normal mental age, while 47, or 30.3%, are below the mental age level for their grades. These last are in reality accelerated or above the grade where their mental age would place them. Of the 216 pupils chronologically of normal age, only 53, or 24.5%, are of normal mental age. There are 74, or 34.2%, who are below the mental age-grade level, while 89, or 41.2%, are older mentally. Of the 270 pupils chronologically overage 159, or 58.9%., are men- tally l)elow the level required of the grade and are therefore not retarded but educationally accelerated; 59, or 21.8%, are of normal mental age, while only 52, or 19.3%, are above the mental grade levels and hence retarded educationally. TABLE LIV— NUMBER OF PUPILS PER THOUSAND IN ONE SCHOOL ACCORDING TO AGE-GRADE CLASSIFICATION Mental Age Standard standard Underage Normal age Overage Total Underage 303 346 589 207 244 219 490 410 192 1,000 1,000 1,000 (b) EDUCATIONAL AGES From the results of the standard tests in subject matter the com- posite educational ages for the pupils in the group under consideration were determined and are presented bv grades in the following table (Table LV). Applying as educational age-grade standards the ages used as chron- ological standards it appears that out of the 641 pupils 87, or 13.5%, are advanced, 157, or 24.5%, show normal progress, while 397, or 61.9%, are backward. The results it thus is seen are different from those obtained in using chronological age-grade standards. 127 TABLE LV— EDUCATIONAL AGES OF 641 PUPILS IN GRADES 4A TO 6B INCLUSIVE Educational Ages ^^^ IN Months 4B c A 5B 6A 6B Total 72- 77.. 78- 83 84- 89... 5 6 17 22 20 17 2 4 17 12 14 14 1 1 7 10 1 12 6 19 5 29 12 17 16 1 3 8 6 14 18 1 6 9 S 12 6 9 90- 95 28 96-101 50 102-107... 108-113 ;.. 51 58 114-119 13 8 77 120-125 9 62 126-131 4 1 1 17 25 70 132-137 4 17 15 63 138-143........ " 1 1 4 13 22 1^ 52 144-149... 1 15 5 6 1 13 12 47 150-155 12 7 2 2 29 156-161 12 3 4 1 1 25 162-167 6 168-173 6 174-179 1 180-185 186-191 1 Total 1 13 79 1 35 120 112 82 . 641 Advanced 5 6 5 27 23 21 87 Normal.... 21 10 34 28 39 25 157 Retarded 87 63 96 65 50 36 397 Total 1 13 79 1 35 120 112 82 641 Median 1 04 110 1 18 131 140 146 (c) INTELLIGENCE QUOTIENTS The preceding measures of progress result from the apphcation of uniform grade standards independent of considerations of the relative abilities of different individuals. The differences in the abilities of the group are shown in Table LVI, which presents a distribution of intelli- gence quotients for the pupils by grades. Of the 641 pupils 48, or 7.5%, are very bright (above 130 I. Q.), 19% are bright (110 to 129 I. Q.), 34.9%o are average (90 to 109 I. Q.), 30.2%o are dull (70 to 89 I. Q.), and 8.3% are very dull (below 70 I. Q.). The median I. Q. for the entire group is 96.3, which is slightly below the normal, the 25 percentile is 82.4 I. Q., while the 75 percentile is 111.1 I. Q. The middle 50%, range from 82.4 to 111.1 as compared with the usual limits of 90 to 110 I. Q. 128 TABLE LVI— INTELLIGENCE QUOTIENTS OF 641 PUPILS IN GRADES 4A TO 6B INCLUSIVE I. Q. 4A 4B 5A 5B 6A 6B Total 50- 59.. . 2 7 19 21 34 16 8 4 1 1 1 8 8 22 . 16 13 8 2 1 7 10 23 29 15 27 14 6 2 2 1 10 13 17 IS 21 21 11 4 3 1 3 12 12 23 20 22 li 11 3 4 4 14 11 10 12 8 9 9 1 11 42 79 60- 69 70- 79 80- 89 115 90- 99 ... 117 100-109 - 110-119 107 85 120-129 37 130-139 28 140-149 18 150-159 o Total 113 79 135 120 112 82 641 LQ. 4A 4B 5A 5B 6A 6B Total Percent. 2 12 50 40 1 10 29 30 4 20 42 52 8 32 39 30 14 28 43 24 19 20 21 IS 48 122 224 194 53 96.3 7 5 Bright 19 Average . 34 9 Dull . . 30 2 Very dull Median 9 92 9 90 1 8 7 9.5 11 100 3 103 4 108 8.3 (d) EDUCATIONAL QUOTIENTS Another measure of the abihties of the group is to be found in the educational quotients, a distribution of which is shown in Table LVI I. Of the group 5 pupils, or 0.8%, show E. Q.'s above 130, 74, or 11.5%, show above average educational progress, 252, or 39.3%, average progress, while 229, or 35.7%, are below average, and 81, or 12.6%, have E. Q.'s below 70. The E. Q. supplements the I. Q.'s to a certain extent in showing the rela- tive learning abilities of the pupils in terms of progress achieved to date. The median E. Q. is 90.7, the 25 percentile is 77.5 E. Q., while the 75 percentile is 102.2. The educational growth of the group is consid- erably below the normal. TABLE LVII— DISTRIBUTION OF EDUCATIONAL QUOTIENTS OF 641 PUPILS IN GRADES 4A TO 6B E. Q. 4A 4B 5A 5B 6A 6B Total 40 5 15 24 19 29 15 4 2 1 10 18 28 12 7 2 1 10 18 23 16 34 20 11 3 5 8 12 21 27 27 14 5 1 6 18 18 27 22 17 3 1 3 10 22 18 14 10 . 3 2 1 50 20 60 60 70 105 80 124 90 147 100 105 110 58 120 16 130 5 Total 113 79 135 120 112 82 641 6 44 43 20 86.6 1 2 19 46 11 84 14 54 39 28 90 1 19 54 33 13 95 1 20 49 30 95 2 13 32 32 3 93.3 5 Bright 74 252 Dull 229 Very dull . 81 Median 129 40 50 (oO 70 - QO QO 100 110 120 130 140 d^ 130 (e) ACCOMPLISHMENT QUOTIENTS - The group under discussion, it has been seen, is considerably below the normal in terms of growth in subject matter or educational attainment. It is also somewhat below the normal in intelligence. The accomplish- ment quotient takes both attainment and ability into account and thus affords a more accurate measure of the progress of the group. Table LVIII shows a distribution of accomplishment quotients for each grade. The median A. Q. for the entire group is 93.7, the 25 per- centile is 86.4, while the 75 percentile is 101.4 A. Q. Of the 641 pupils 350, or 54.6%, show E. Q. below 95, 213, or 33.2%, show normal accom- ishment, while only 78, or 12.1%, have A. Q. above 104. The results tend to indicate that, while the group was somewhat below in mental ability, it had not attained the achievement possible. TABLE LVIII— ACCOMPLISHMENT QUOTIENTS FOR 641 PUPILS IN GRADES i.\ TO 6B INCLUSIVE Grades A.Q. 4A 4B 5A 5B 6A 6B Total 50- 54 3 6 8 21 20 24 17 11 3 4 5 13 8 16 9 16 5 1 1 1 3 5 11 25 23 28 19 11 6 2 1 1 1 7 9 18 24 18 28 11 2 1 1 2 3 4 15 21 20 20 14 7 3 2 1 1 1 .2 11 19 9 12 10 10 4 1 1 1 55- 59 . . t 60- 64 65- 69 70- 74 3 16 75- 79 38 80- 84 85- 89 102 90- 94 . 115 95- 99 . 109 100-104 104 105-109 49 110-114 10 115-119 4 120-124 125-129 •t 130-134 2 Total 113 79 135 120 112 82 641 58 41 14 94.6 46 25 8 93 67 47 21 95 59 46 15 95.3 65 34 13 92.8 55 20 7 89.5 350 213 78 93.7 The next table (Table LIX) shows a distribution of the 641 pupils according to both I. Q.'s and A. Q.'s. The last column at the right shows the average A. Q. for each level or group of I. Q.'s. The pupils who had I. Q.'s of 50 had an average A.Q. of 95, those whose I. Q. was 60 had an average A. Q. of 100, and so on down to the two pupils whose I. Q. was 150 and whose A. Q. averaged 80. It will be noted as illustrated in Figure 34 that with increasing I. Q. the average A. Q.'s grow smaller. 131 TABLE LIX— DISTRIBUTION OF 641 PUPILS ACCORDING TO INTELLIGENCE AND ACCOMPLISHMENT QUOTIENTS Intelligence Accomplishment Quotients (A. Q.) Total Average A.Q. quotients I.Q. 50 60 70 80 90 100 110 120 130 50 1 1 1 . 1 3 2 3 6 8 11 10 5 5 1 3 6 15 31 20 29 37 8 17 10 1 5 14 32 31 54 41 24 18 3 2 3 12 25 40 32 26 13 1 1 2 3 8 5 2 3 2 2 2 11 42 79 115 117 107 85 37 28 18 2 95 60 100 70 97 2 80 97 1 90 95 8 100; 93 3 MO 89 6 i20 87 7 130. . 83 2 140 150 82.2 80 Total...... 1 3 54 117 224 153 20 7 .2 641 Table LX is a summary table which shows the number and percen- tage of each level of ability according to their accomplishment. Of the very dull 39.6% fall below expected accomplishment; of the dull 43.3%, of the average 45. 9%,, of the bright 79.5%, and of the very bright 93.8%, show accomplishment below anticipation. The largest number of pupils showing accomplishment beyond usual expectation is found in the very dull group with 24.5%. In the bright there are but 1.7%, and in the very bright, none. TABLE LX- -NUMBER AND PERCENTAGE OF PUPILS ACCORDING TO ABILITY AND ACCOMPLISHMENT Ability Below expected accomplishment Normal accomplishment Above expected accomplishment Total 21 39.6% 84 43.3% 103 45.9% 97 79.5% 45 93.8% 19 35.8% 70 36.1% 98 43.7% 23 19.0% 3 6.2% 13 24.5% 40 20.6% 23 10.3% 2 1.7% 0.0% 53 Dull 194 224 Bright 122 48 Total 350 213 78 641 132 "SO (dO to 60 ^0 100 IdD 120 150 140 l&O Clverase aO.Fop eaci) leue I oj^ I.O- ((o^i pu^//s) 133 Table LXI shows the percentage of each classification of accom- plishment (below expectation, normal, and above expectation) that are found in each level of ability. Of those doing less than they are capable only 6% are found in the very dull group, 24% in the dull, 29.4% in the average, 27.7% in the bright, and 12.9% in the very bright group. In other words, 70% of those with A. Q. of less than 100 are recruited from the pupils with normal or above average mental ability. Of those with normal or expected accomplishment 41.7% are in the dull and very dull groups. Of those doing better than the levels indicated by their mental ability 67.9% are pupils with less than average intelligence. This indicates that the less able pupils do much better relatively than the more able. As has already been mentioned the traditional courses of study and methods of instruction are intended to meet, theo- retically at least, the needs of the average pupils. By the exercise of as much pressure as circumstances permit, pupils below the average in ability are brought up as near to the average as possible, while those above average ability are permitted to rest or dawdle away their time as soon as they show average attainment. This is the logical result where uniform standards of achievement and progress obtain. TABLE LXI— PERCENTAGE OF PUPILS ACCORDING TO ABILITY SHOWING BELOW EXPECTED ACCOMPLISHMENT, NORMAL ACCOMPLISHMENT AND ABOVE EXPECTED ACCOMPLISHMENT Ability Below expected accomplishment Expected accomplishment Above expected accomplishment 6.0% 24.0% 29.4 % 27.7% 12.9% 8.9% 32.8% 46.0% 10.8% 1.4% 16.6% Dull 51.3 % Average 29.5% Bright 2.6% 0.0% Total-. __ 100.0% 99.9 % 100.0% 134 VII— SUMMARY AND CONCLUSIONS The foregoing report has considered the progress of pupils through the grades as indicated by the conventional measures of 1st — age-grade status, 2d — rates of progress or number of terms spent in school to reach given grades, 3d — current rates of promotion and non-promotion. The outstanding facts of the statistical data presented were, first, the presence of a large number of overage pupils who were, according to current chronological standards, older than they should be for the grades they are in; second, the large number of pupils who have spent more than normal time in covering the work of a given number of grades ; third, the cumulative effects of comparatively low rates of non-promo- tion in producing retardation and congestion. The significance of such facts has been pointed out. The fact that there are many overage pupils in relatively low grades, that through frequent non-promotion such pupils have spent many terms of their school life in repeating work they already have been over, that as a result although compelled to remain in school until they reach the age set as the standard for the normal completion of the elementary course, they will be eliminated without reaching the upper or final grades, the fact that manj^ who do complete the course take nine and ten years to cover eight years work, raise serious questions as to the efficacy of our present educational organization and efforts. As the report points out, our present type of school organization is based in large part upon premises the validity of which we are now questioning. It assumes in general a uniformity of ability in most pupils, upon which is predicated the validity of the prevailing uniformity in aim, educa- tional treatment and standards of progress that characterizes the present scheme of organization. If the premise were valid, then the degree of overage and retardation in a given school system would indeed be an index of the efficiency of its instructional efforts and achievements. Repeated investigation and measurement, however, have demon- strated that pupils vary in mental ability, in rates of mental growth, that chronological age is no exact criterion of mental age or develop- ment, and that while there are numerous other factors that condition or influence the progress of our pupils in school, the most significant determinant is the mental ability or general intelligence of the pupil. The variability in rates of progress that every age-grade and progress study shows to obtain, is but the inevitable result of the application of uniform treatment to varying abilities. Our chronological age-grade statistics do not therefore possess the significance as indices of pupil progress that attached to them hereto- fore. As the report shows, our overage and retarded pupils are, for the most part, pupils who are below the mental levels required for the satis- factory performance of the work of the grade they are in, and hence, when ability is taken into consideration, such pupils are not retarded, but advanced or accelerated educationally. Their retarded status has 135 in the past been attributed to a variety of causes which failed to include differences in mental capacity. Spurred on by the bogies of overageness and retardation we have made vigorous but futile attempts to bring such pupils up to the grade, chronologically. On the other hand, the application of intelligence and educational tests, has shown that many of the pupils now classified as either normal or as underage or accelerated, when their native abilities are considered, actually show not rapid prog- ress but slow progress, not normal but retarded status. Our age grade and progress statistics, therefore are inaccurate measures of pupils' prog- ress and therefore fail to indicate reliably our actual achievements. Rather are they measures of the existing maladjustment of pupils' abili- ties, pupil needs and educational aims and treatment, and convincing evidence of the extreme necessity for the modification and differentiation of our present aims, organization and grading, courses of study and instruc- tion and standards of progress to meet more adequately the existing vari- ations in pupil material. In place of the present scheme of grading and pupil classification, largely chronological in character, crude and wasteful in results, classi- fication and grading of pupils must take into account individual differ- ences in mental ability. The use of intelligence tests and educational measurements which provide the best available measurements of present educational status and potential learning ability of pupils must be used as a basis. The reclassification of pupils that has been effected in a grow- ing number of schools during the last two or three years must be encour- aged and extended throughout the system. While a number of attempts have been made in the past in New York schools to effect a more adequate adjustment of our educational processes to the needs of our pupils, such efforts have been intermittent and more or less circumscribed in scope. As indicated in the report, the reclassification of pupils upon the basis of ability requires as an accom- paniment the formulation of differentiated courses of study and stand- ards of progress for the various pupil groups that result from such reclass- ification. Uniformity of aim, uniformity of curriculum, uniformity of standards of progress must give way to flexibility, to differentiation. Not only must. more adequate and purposive provision be made for our dull and dull-normal pupils, but our bright and very bright pupils must receive such differentiated or special educational treatment as their abilities warrant and require. This does not mean a curtailment of educational opportunity for any child, no matter what his native endowment may be. It means that we realize consciously the significance of the facts that under the traditional scheme large numbers of our pupils fail to get beyond a comparatively low grade in the elementary school, that a still larger number fail to complete the elementary course, that only a few reach the high school, and only a very few graduate from high school. It means that we would substitute a more scientific and "conservative" means of classification for the above empirical selective process whose sifting power, more and more refined upward through the grades, resulted in wasteful and deadening repetition of academic tasks and in wholesale pupil elimination at the earliest possible legalized moment. It aims at the retention in school for longer periods of all pupils, the dull as well as the bright, but with such provision for each group as will afford each pupil equal opportunity to achieve, in fullest measure, the educational progress of which he is capable. 136 VIII— APPENDIX s H H K w H O xn O O w o m w K H O P ^ 05o;t~roo- OiOOOCOMMl-OCDCOCO-^t^ClOTt'M.-H •-irtiCDCOOmTttl^cOOCO rtTjicO-HCCiOCOt^-^cOI^iClM XimOiMrt(Nrt,-lrt^ ,_( .-<(NlNC CM ^ Ol ^ CO CO PO O) 1-1 CD ; a; c:^ t^ OS GO i> tH CD CD t^ Tf0 CO c\ CM rt CO 1 » ; ; ; lO i> o t^ OO CO Tt< « c^ c pq rl O O Oi OJ oo o- CM 00 lO CO N 1-H ^ CQ CO •O CO Tfl (N ^ '-^ in CM ; 1 o t^ O t^ CD Oi 00 uj T ca cr. o "O CO ir.. 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