LS May, 1920 Number 176 THE UNIVERSITY OF NORTH CAROLINA RECORD Extension Series no. 37 FURTHER USE OF STANDARD TESTS AND SCALES AS A BASIS FOR A CO-OPERATIVE RESEARCH PLAN PUBLISHED MONTHLY BY THE UNIVERSITY Entered as Second-class'Matter at the^.Postoffice at CHAPEL HILL, N.[C. 1920 Mnnoerai;; EXTENSION SERIES BULLETINS 1. A Professional Library for Teacliers in Secondary Scliools. 1913. Price, 25 cents. 2. Addresses on Edncation for Use in Declaiming, Essay Writing, and Beading. 1913. Price, 25 cents. 8. Cobperatire Institutions Among tlie Farmers of Catawba County. 1914. Price, 25 cents. 9. Syllabus of Home-County Club Studies. 1914. Price, 25 cents. 12. Tlie Teaching of County Geograpliy. 1915. Price, 25 cents. 21. Measurement of Acliierement in the Fundamental Elementary School Subjects. 1917. 22. Public Discussion and Debate. 1917. (E«Tised.) Price, 25 cents. 23. The North Carolina Club Tear Book, 1916-1917. Price, 25 cents. 25. Local Study Clubs. 1917. Price, 25 cents. 27. Standard Educational Tests and Measurements as a Basis for a Cooperative Eeseai'ch Plan. 1918. Price, 25 cents. 29. Comparatiye Results of a State-wide Use of Standard Tests and Measurements. 1918. Price, 25 cents. 30. The North CaroUna Club Tear Book, 1917-1918. Price, 75 cents. Cloth— price, $1.25. 31. Compulsory Military Training. 1918. Price, 25 cents. 32. A Study of the Public Scliools in Orange County, North Carolina. 1919. Price, 25 cents. 34. Immigration Restriction. 1919. Price, 50 cents. 35. State Reconstruction Studies of tlie North Carolina Club of Uni- versity of North Carolina. 1919. Price, 25 cents. 36. Plays for Amateurs. 1920. Price, 25 cents. 37. Further Use of Standard Tests and Scales as a Basis for a Coop- erative Research Plan. Price, 25 cents. For information, address BUREAU OF EXTENSION University of North Carolina Chapel Hill, N. C. THE UNIVERSITY OF NORTH CAROLINA RECORD MAY, 1920 NUMBER 176 Further Use of Standard Tests and Scales as a Basis for a Co-operative Research Plan By L. A. Williams, Pd. D. Professor of School Administration Published Monthly by The University CHAPEL HILL 1920 w^ 30'^'^ ^i The Bureau of Extension of the University of North Carolina V The University of North Carolina through its Bureau of Extension offers to the people of the State: I. General Information: Concerning books, readings, essays, study outlines, and subjects of general interest. Literature will be loaned from the Library upon the payment of transportation charges each way. IL Instruction by Lectures: Popular or technical lectures, series of lectures for clubs or study centers, and addresses for commencement or other special occasions will be furnished any community which will pay the traveling ex- penses of the lecturer. III. Home Study Courses: For teachers in educational subjects and for the general public in elementary, high school, and college grade. IV. Guidance in Debate and Declamation: Through the High School Debating Union, special bulletins and hand- books, and material loaned from the Library. V. County Economic and Social Surveys: For use by counties in their effort to improve their, economic and social condition. VI. Municipal Reference Aids: For use in studying and drafting municipal legislation and assistance in municipal government. VII. Educational Information and Assistance For teachers, principals, superintendents, school committees and boards. VIII. Club Study Outlines: For members of women's clubs or civic organizations pursuing special lines of study. IX. Information Concerning Country Home Conveniences: For Rural Homes in North Carolina. X. Community Drama Service: Guidance and direction in the writing and production of community plays, pageants, and festivals. For full information, address THE BUREAU OF EXTENSION, Chapel Hill, N. C. n. 0t M>. NOV 2 ,^23 Further Use of Standard Tests and Scales as a Basis for a Co-operative Research Plan Introduction During the college year 1917-18 the Department of School Administration in the School of Education began a plan of cooperative research with certain public school systems in North Carolina using a series of standard tests and scales in subject-matter looking toward the establishment of state standards in certain subjects taught in the public schools. As a result of this plan two bulletins were issued, Extension Series No. 27 and No. 29, giving the results of the fall and spring tests respectively for that year. It was a part of the original plan that this work should be done each year, but due to the influenza epidemic and to war conditions it wa,s not found possible to carry on this work during the college year 1918-19. The present bulletin contains the results of the fall series of tests given for the current spholastic year as the renewal of the plan set forth in the bulletin Extension Series No. 27. No attempt is made in this present bulletin to compare the results with the results of the first year because the comparison would be unfair, due to the lapse of time between the studies. Blethod of Arrangement The first set of tables gives the median score for each grade for the October series of tests. These tables are designated Al, A2, A3, and A4. Another set of tables appears .o? tables Bl, B2, B3, etc., to B13, which gives median results in each subject gra . ^y grade for the October series of tests. These two sets of tables give an opportunity of seeing the results by grades and also the results by subjects. Table C summarizes the results, giving side by side the state median and the standard median for each subject in each grade. The summary table, that is, compares the different systems grade by grade and subject by subject with the standards as determined throughout the United States. As in the previous studies each system is given a letter and that system is designated throughout this study by its letter instead of by its name. In this way an effort is made to make impossible the use of the published results to humiliate any system or to criticize unduly or unjustly in comparison with any other. Only summaries of the results in each entire system are given. The pre- liminary tabulations, score sheets, and original papers are on file in the office of the Department of School Administration, but it is not deemed necessary to publish these prehminary tabulations. 4 Use of Standard Tests and Scales The Grade Tables The first set of tables has been called for the sake of convenience " Grade Tables." The following symbols and meanings are used throughout this set of tables: The column marked I gives the rate of reading as measured by the Courtis Reading Test No. 2, Series R. The column marked II gives the index of comprehension in reading as measured by the'same test. The columns marked Ilia, IVa, Va, Via give the rate of work in addition, subtraction, multiplication, and division respectively in arithmetic as measured by the Courtis Arithmetic Test, Series B. The columns marked Illb, IVb, Vb, VIb give the accuracy of work in the four fundamentals in arithmetic mentioned above as measured by the same tests. The column marked VII gives the score in spelling as measured by the Ayres Spelling Scale for the respective grades. The column marked Villa gives the rate of work in reasoning as measured by the Stone Reasoning Test. The column marked Vlllb gives the accuracy in reasoning as^measured by the same test. The column marked with the letter S designates the'score, the column marked with the letter X desig- nates the school making that score. In some of the schools errors were made either in giving the test or in failing to foUow instructions^and where such a condition prevails the letter desig- nating the school appears but no score is included and that school is not counted in computing the median. A Basis for a Cooperative Kesearch Plan V btiO S'a S ^^ S H) o3 jj S O fci X ij>^KPHWOXlOMP=^mSQO>Ot-5;SMQOWWi-' b-Tt<'rfi-rt;^^sW'-' txj feOH,X]>-^ti^<^ffljz;PH0Q>-3^OHa^ iooOi-t)2;-* 03 us IC lO lO >ffl •«<■*■*•<*'■*"* CO CO CO CO c^ ° g ><< oHP^2;pHi-i'^>mM:§MQXopo^i-i O CO (M ^H O O O »0 IC CO 1-H 00 t» -^ CO o 5^ 02 en 00 00 00 00 00 1~ t~ f- !>• t^ «o to o >o ^ ^ g 1^ a \^ (aHQHfex:z;>'^wt30«MhJSoo& on co(Mmoo"50oocOkOirooooo O ^ W3 IC-* Tj< OO Cq (M r-4 rH T-t »-H ^^O M MS(iH>t3 ><1 >fi.OOiiHO^HqpqMt3>>i-)PXW!i| 3Tt<'-^TtiCOCOCO(M^^^SOH-.t>Ha i>-SfQ'-HjWM XI h^wop^x;z;oi>poph«;doi-ihJmhw iCt-^I^cDcCOOCiOiCOOOWiOiOOO O (h OQ t— CDcOO^CDCOiOWDiOiOiO-^C^C^ txj PL,ta:JaH;:^:2;0<1QO^^>WO><-mfcK,poo>t3W2:PH^-i:^"0t3>< fq>feMPHS2;o'^i-iXwpoi-im&oeMi:3;zfeMMXji-H>^omij:§poo«5 t>Q O 05 t^ t^ t -^H^HCOOOtOOC^^H^HC t-HC^CC'^w^cOt^OOOi'O-^C T. o 5 ^ u^ oi:^ 00 o: ^ cj -2 2 s M 00 Use of Standard Tests and Scales In the fifth grades as testsed there seems to be a little progress, yet one can- not help but question how much of this progress is due to the teaching and how much is due to normal maturing of the children. Four systems reach standard in rate of reading and three reach the standard index of comprehension. No system is able to do standard work in arithmetic either in rate or in accuracy and in fact the most of the systems are very poor in the accuracy of their work in arithmetic. In spelling two systems reach or exceed standard but evidently fifth grade children throughout the state are not being successfully taught how to thinli out and think through a problem. Not only are the children slow in thinking about reasoning problems but even v.'hen they take considerable time they are very inaccurate in their thinking. This is psychologically perhaps the characteristic which distinguishes the reasoning of children from the rea- soning of adults, i.e. inaccuracies, but the results obtained in these tests seem to indicate a most unusually high degree of inaccuracies. A Basis fok a Cooperative Research Plak X >OeMMXIt2MHqH>-=0"t)0!xlH-<«0Q0W>-i'^2;BH i>.ioic*o»c»i::iTt<1 h^W^OffiOH-sOOO^M^lP^W^^ZlEi. GOOOcD.-'OlQOOOIr^CCKMCq'-lClGOt'-T+HrP l>-COCDCDiOiO"^iOiC»OlO'<*ICOCOCOCOr" >:2;Q(i.xt!OWi-ipH«o^W2;Ofi.a^t:'<feHqpq>><1M2;0pqo!2;mxt2feMJOQ,joQoO"&MS2;(i^<:x«Htii GOOOOOt^t^t^t>-r*l>-t^cD<)OMfct)«oSHW W3t~-t>.t~--t-»cDcD(MOOOOi(MC >!^h:ipqOSWffi OSOOt^I>-t~-t^COCOCOcDCDcDCDiCiOiOTj< O t^ ^g ><1 XJM>OCQ^[k,H,ti3piq'-<(i.Qhqo;^PO<1 OC^CDCD10C0C0C0C<) WPHfeS;i-5Xi-li-iQ>MOSMOKO<«JC3 T-)C^eO-<*OiDt^OOOi OT3 02 * C3 03 ■a s C 01 ^^ rt o coo 10 . Use of Standard Tests and Scales While the fifth grade reports seem to show some progress and development in the degree to which the systems tested were able to reach standard results, that progress does not continue through the sLxth grade. No system is able to reach standard rate of reading in the sLxth grade although five reach the standard index of comprehension. The arithmetic scores in the four funda- mentals are all very low both in the rate of work and in the accuracy of results. Not a single system makes standard scores in any of the four fundamental processes. The ability of sixth grade children to spell accurately is very low as well as their ability to handle problems involving reasoning. A Basis for a Cooperative Research Plan 11 > X tDMxioHoom " j-cUi-sSOPW^;^ 1 QQ OOt^rtrtOOSOtOOOCOrtpcOOO o t O 00 t* t^ t^ t^ CO CO -^ -^ -^ CO CO ^D Cq T-H H7 O 02 * c3 > >< ^t>»^e4SOMXMHt3«o-l>.iOiO*OW5'^'*' « >oa(iH^OQXi-H^^M-. CO CO CO CO CO ic Mi ■* "^ ■<*' -^ CO c^ kt- o A o CO OtO COt^ J2 > X! «0>&XMaHQ0^i-»i-:!«Ui-igHfe01ll tc oo»-iooco«ii»cot>- « 0» >^ OOQ2;«X^>MwHqeMtD X 0>^i-HMH:ifL, >-5 2;>XMPi-'OPH--l>-00 OOGOOOOOt^I>-t>-t-cOcOcOcOu5ir5iO ►7 o oo i>o < EH > « o>^Xi-i;:2Mi-:i2;fiHOPSmP2;SliH<1i-:iWP^Otr 02 OOiOrticO— iOOl^l^C0t~OOO Ooot^t^I>-l>-t^I:^cocOcou5ioic-^ -I CO OO t^o c8 X o>-H^>t3M2;oXiJSPH-MH,„fLi2;H:iQWOOagOfcP^HO^M^Kq§pqaoO'*■^C5co 02 CO 00* a 1 •^ ur: CC I> CT C"- •^ ir cc 1> oc ii 1 CO * mm m O O) c; Eh "° .s^ * c3 M-S . tli O O ^ -*^ c3 ^ S g ■" is? •S eg (B oo -tJ °3 & S •^ S-« m O g c3 a _ ° ® m § ^ £ "^ e S ^22 fH m M cS C a o ^ © ^ o j3 K GO h7 12 Use of Standard Tests and Scales Aj comparison of grade seven in these systems with grade four shows some progress but not nearly standard progress through these grades. Because of this one is led to beheve that the schools and the school system is not perform- ing its function as creditably as it ought. Children without going to school will mature in several directions and it seems as though the children in these systems would have matured and developed subject-abilities about as fast if they had not been in attendance upon school as they do develop when measured according to these tests. It is particularly interesting to consider the very low scores made by these systems and particularly by the seventh grades in the Stone Reasoning Test. Supposedly when these children in the seventh grade leave that grade they are ready for high school work. The results of measuring the reasoning abilities of seventh grade children in these systems as revealed by columns Villa and Vlllb would lead one to question the ability of the graduates of these elemen- tary schools to handle successfully high school work. From these results there would seem to be ample ground for the complaint of high school teachers that children are not taught in the elementary school to think. This result coupled with the very poor scores made in the mechanics of elementary school work shows very clearly one reason for such heavy pupil mortality in the four years of high school work. If pupils come to the high school poorly equipped both in the tools for study and in the process of acquir- ing new knowledge it is inevitable that these pupils will become discouraged early in their high school career and leave school with their education hardly begun. The Subject Tables The following tables present the scores as made by these several systems in the different tests grade by grade. While the previous set of tables gave a cross section of the quality of work done by the several systems iji each grade this set of tables gives a cross section of the quality of work done in each sub- ject throughout the system. No comment is necessary for these tables since it is easy for anyone to follow the progress and development of work throughout a system in any given subject by merely tracing the letter representing that system through the several grades; for instance system "D" in rate of reading ranks second in grade four, sixteenth in grade five, ninth in grade six, and fifth in grade seventh, showing irregular as well as uncertain progress. Again system "I" makes no report for grade four, ranks tenth in grade five, eighth in grade six, and sixth in grade seven showing consistent progress through the several grades. In this same way any system can be traced through the several subjects for the several grades. A Basis for a Cooperative Research Plaist 13 Table B1 — Rate of Reading Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 140 136 129 129 126 114 114 110 108 100 99 97 96 84 64 64 P' D E F X N V J H U G B K L M C O A I 202 191 175 175 163 157 157 141 131 128 128 115 109 102 101 101 70 No Scores E V P u N F H K X I J G B L M D C O A 189 185 180 170 168 168 166 163 159 154 153 150 121 101 93 73 "No" Scores E P F N J X L I D V K G M B C H O A U 273 240 222 208 196 193 187 186 184 184 169 143 111 95 60 "No" Scores X 2 E 3 . V 4 P 5 D 6 I 7 G 8 J 9 K 10 ' N 11 L 12 M 13 B 14 H 15 C 16 17. A 18 No Scores F 19 U State Median 109 145 131 168 161 191 186 * *There is no standardized score as yet for the seventh grade in the Courtis Reading Test. Table B2 — Comprhhension in Reading Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 90 86 82 81 80 80 76 75 75 73 71 68 67 64 56 G E F N P L J V B K M H D X C u A I 100 94 93 92 90 89 88 87 85 84 83 82 81 80 78 61 No Scores B V F K P M N C J I X E D G L H U A 100 97 96 96 95 93 93 93 92 91 91 91 89 86 80 63 No Scores X H V C B N F J K E I P D L G M U A 100 97 97 96 96 94 94 93 91 91 89 87 86 84 /8 "No" Scores B 2 X 3 . V 4 K 5 J 6 I 7 P 8 N 9. L 10 D 11 E 12 G 13 C 14. H 15 M 16 U 17 O 18 No Scores A 19 F 75 89 87 93 93 95 1 ** Standard — * In school U instructions were not followed and it was necessary to dicard the scores. ** There is no standardized score as yet for the seventh grade in the Courtis Reading Test. 14 Use of Standard Tests and Scales Table B3 — Rate in Addition Rank Grade 4 Grade 6 Grade 6 Grade 7 Score School Score School Score School Score School 1 6 5 5 5 5 4 4 4 4 4 4 3 3 3 3 2 F P V U N A D G J X K M B C L E H I 7 6 6 6 6 6 5 5 5 5 5 5 4 4 4 4 3 No Scores F A G V U X K N P D C J L B I H 9 8 7 7 7 7 6 6 6 6 6 6 6 5 5 5 4 No Scores D J F G I U K N P A V X L B C M e H 8 8 8 8 8 7 7 7 7 6 6 6 6 5 5 "No"" Scores 2 I 3 J 4 V 5 u 6 .. K 7 N 8 c 9- X 10 L 11 M 12 P 13 A 14 B 15 D 16 E 17. F 18. No Scores G 19 H State Median . 4 6 5 8 6 10 7 11 Standard-. Table B4 — Accuracy in Addition Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 55 50 50 41 40 F O J X V 65 62 62 60 55 50 50 50 49 43 40 40 34 34 33 25 20 No Scores X B F J D G V U K N P L M I C A e H 75 67 67 67 67 66 66 62 60 50 50 49 42 42 37 28 25 No Scores J L N B C D F X K P U A V I G M E H 100 80 75 74 73 71 70 70 67 67 63 57 50 50 40 No Scores c 2. u 3 J 4 K 5 X 6 37 TT I 7 33 33 29 25 25 25 20 K A B N P G D L M C e H I o 8 V 9 B 10 D 11... N 12.. M 13 p 14 A 15... L 16 E 17 F 18 No Scores G 19 H State Median 31 100 49 100 60 100 70 100 Standard-- . A Basis for a Cooperative Research Plan 15 Table B5— Rate in Subtraction Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 5 5 5 5 5 5 4 4 4 3 3 3 3 3 2 1 No Scores N F G J U P C X K A B D V M L E H I 7 6 6 6 5 5 5 5 5 5 5 5 4 4 4 3 3 No Scores F K P U N O A D G I J V B C X L M E H 8 8 8 6 6 6 6 6 6 5 No Scores F J V L O D C G I U K M N P A X B E H 10 10 9 9 8 8 6 5 5 5 No Scores V 2 3 T 4 X 5 I u 6 7 K L 8 9 N 10 p 11... c 12.. D 13 _ M 14 A 15 B 16 E 17 . F 18.. G 19 H State Median 4 7 5 9 7 11 7 12 Table B6 — Accuracy in Subtraction Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1. 67 34 34 34 33 30 23 21 20 20 20 No Scores K N O X F J A U P V G L M B D C E H I 75 67 67 66 63 60 60 58 55 50 50 50 42 25 25 No Scores J K G F X N A V D P B U c I L M E H 75 75 75 72 70 69 58 57 56 50 50 50 50 42 42 29 20 No Scores J V F O N B X U P K L D G A C I M E H 81 80 80 80 75 75 75 70 67 67 67 67 57 50 50 No Scores J 2 .. .. N 3.. . V 4 X 5 K 6 D 7 I 8 o 9 P 10... A 11 B 12 u 13 c 14 L 15 M 16 E 17 F 18 G 19 H State Median 21 100 55 100 56 100 70 100 Standard 16 Use of Stakdakd Tests and Scales Table B7— Rate in Multiplication Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 7 4 4 3 3 3 3 3 3 2 2 No Scores C F U K O P D G J A B L M V X N E H I 7 6 6 5 5 5 5 4 4 3 3 3 3 2 2 2 1 No Scores U c F K P D ? X N O A V M B I L E H 7 7 7 6 6 6 6 6 5 5 5 5 5 5 4 4 4 No Scores D F J P G I V X K N A B C L M U e H 10 9 7 7 6 6 6 6 6 6 6 5 5 5 5 No Scores O 2 V 3 N 4 I 5 K 6 L 7 P 8 A 9 D 10 C 11 X 12 . . M 13 B 14. J 15 U 16 e 17 ... F 18 G 19 H State Median 3 6 4 8 5 9 6 10 Standard . Table B8 —Accuracy in Multiplication Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 37 33 No Scores U F K L M O P A B D C G J V X e H I N 67 52 50 50 50 35 34 33 25 25 25 25 No Scores F U K P D X O A N B G J L M G I V e H 72 70 67 67 65 62 60 60 60 60 60 60 53 50 50 40 25 No Scores V F L B X D K N P C J u G I A M e H 83 80 80 77 75 70 69 67 66 61 60 60 56 50 28 No Scores C 2 3 D 4. N 5 B 6. X 7 J 8 V 9 K 10- I 11 L 12^. P 13 U 14 A 15 M 16 e 17 F 18 G 19 H State Median 100 25 100 60 100 67 100 Standard- A Basis for a Coopeeative Research Plan 17 Table B9 — Rate in Division Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 . So few fourth grades took this test in division it was not considered worth while to tabulate the few reports 5 4 4 4 3 3 3 2 2 2 2 2 2 2 No Scores P C F U K G J M N O A B I V L D X E H 6 6 4 4 4 4 4 4 4 3 3 3 3 3 3 2 2 No Scores P V K N O F G J U A B D C I X L M E H 9 8 7 6 6 5 5 5 5 4 4 4 4 4 3 No Scores Y 2 3 . X K P L N C U A 4 5 . 6. 7 8 9 10 11 12 . . . D I J M 13 14 . . 15 16. E 17- - F 18 G 19.. . jj State Median .. 2 6 4 8 5 10 Table BIO — Accuracy in Division Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 So few fourth grades took this test in division it was not considered worth while to tabulate the few reports 67 64 39 37 34 20 No Scores F A U P I M N B D C G I J V X E H 82 80 75 75 57 57 52 50 50 50 50 50 50 39 33 No Scores V N D F X u K L P B G J A I M C E H 100 100 91 90 90 88 75 75 73 67 64 50 48 41 35 No Scores B 2 c 3 . V 4 u 5 X 6 K 7 p 8 D 9 10 . . N 11 J 12 L 13. A 14 I 15... M 16 . . E 17 F 18 G 19 H State Median . 100 50 100 75 100 Standard 18 Use of Standakd Tests and Scales Table BU — Accubact in Spelling Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 72 L 68 V 66 J 60 H 74 73 72 64 64 63 62 56 52 52 52 52 49 39 37 33 30 27 No Scores V F G O P C J L B K U X E A D H I M N It 66 61 59 58 58 57 52 52 52 41 39 38 37 34 24 No Scores L E X V H P J G C I K A D U B M N F 77 73 72 70 67 65 63 62 60 52 50 48 46 46 43 34 28 No Scores V 2 O 3 E 4 P 5 58 57 56 55 54 52 49 48 48 45 41 38 36 No Scores P E G X K F B M D C A U N I J 6 G 7 X 8 D 9 I 10 L 11 K 12 .... A 13 M 14... C 15 U 16... 17 18 19 B H N F State Median ... 54 73 52 73 52 70 60 76 Table B12 — Rate in Reasoning Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 This test was not given in fourth grade 5 4 4 4 3 2 1 1 No Scores K M P X L O E F B C D H I J A N G V U 7 i 5 5 5 4 4 2 1 1 1 1 No Scores L K M P V U O X E A B C D G H I J N F 8 8 7 7 5 5 5 5 4 4 4 3 3 2 2 1 No Scores J 2.. V 3 L 4 P 5 M 6... 7 I 8. X 9 K 10 E 11 U 12 B 13 C 14 A 15 G 16 . . - D 17 H 18 N 19 F In 5th grade 80' In 6th grade 80' In 7th grade 80' i 1 2 "o of pupils should score 5.5 or higher. "o of pupils should score 6.5 or higher. "^ of pupils should score 7.5 or higher. A Basis for a Coopekative Reseaech Plast 19 TABiE B13 — Accuracy in Reasoning Rank Grade 4 Grade 5 Grade 6 Grade 7 Score School Score School Score School Score School 1 This test was not given in fourth grades 56 52 45 40 30 25 20 18 16 15 13 s No Scores P K H L X M J F I E A B C D N G V U 75 68 64 63 62 60 50 50 40 35 33 27 20 20 10 10 5 No Scores V P K X U H L E J C I A M B D G N F 100 80 77 71 71 70 69 60 46 40 40 33 31 30 23 10 No Scores u 2 K 3 X 4 P 5 V 6 E 7... - . o 8... c 9. B 10 I U L 12 A 13 J 14 M 15 G 16 D 17 H 18 N 19 F State Median 1 20 1 31 Standard In 5th grade 80% of pupils should score 75% or higher. In 6th grade 80% of pupils should score 80% or higher. In 7th grade 80% of pupils should score 90% or higher. 20 Use of Standard Tests and Scales Taken in the large and looked at from the point of view of final results we have to admit that measured by national standards these systems as tested by this set of standard tests in subject-matter do not measure up well or credit- ably and the inevitable conclusion must be that these elementary schools are not doing their work as well as they ought to do it. There may be extenuating circumstances to explain this unfavorable show- ing, but for some of these circumstances we are directly responsible. School patrons and officers cannot be held responsible for the influenza epidemic any more than for the conditions growing out of the war which undoubtedly may have influenced the results of these tests. It would be well, however, if patrons and officials would consider the degree to which they are responsible for (1) our short school term, (2) insufficient teaching equipment, (3) lack of constructive supervision, (4) lack of standards and goals of attainment, and (5) irregular attendance of pupils, all of which are contributing factors of considerable influence in affecting the scores made by the children in these systems. The teachers in these systems might also with good reason examine more closely their methods of teaching and try to ascertain if they are doing their part in helping to give to the school children of North Carolina the equal opportunity for an education which is the right of every school child. Summary Table This table is prepared for the purpose of showing how these systems as measured by these tests compare in their attainments with standard scores in these same tests representing the work in elementary schools tliroughout the United States. The scores made by these systems in North CaroHna and reproduced here in summary might be used temporarily as a standard or goal of attainment for such systems in North Carolina as are not able at present to reach these results. They should not sei-ve, however, as a final goal of at- tainment, but only as a convenient mile stone along the way toward bringing our North Carolina schools to the place where they will rank creditably through these tests with other systems throughout the United States, A Basis fob a Cooperative Eeseakch Plan 21 ►5 ^ d d _z_ ai d 72 d m d ^ 02 oooo . oooo ;^ -^^-^^ iz; t/2 cooooo P d CO -* l-T to z 02 oooo oooo p -'-'-"-" ri — (locoo ^ d lO o t^ _z ri -Hosoc *-: l^5-*50^ _Z CC COOOO' _5 I^ Q Tioocor _^ CQ C5CO lO 00 05 05 _5 __^ IB .ooOt-h ■<*H to 05 Tji ic cOI^- dJ O CD ^ rf c3 c3 ;-i tH lh u OOOO LIBRARY OF CONGRESS 029 456 791 4 '4