F\?A o UNIVERSITY OF OREGON PUBLICATIONS Vol. 1 November, 1919 No. 1 The Efficiency of Oregon School Children in the Tool Subjects AS SHOWN BY STANDARD TESTS BY CHESTER ARTHUR GREGORY Professor of School Administration and Director of the Bureau of Educational Research SCHOOL OF EDUCATION (Series No. 1) 1919 PRICE FIFTY CENTS Application made at the postoffice at Eugene Oregon for entrance as second-class matter Uom^"'.^\\ MAY •T B. The Efficiency of Oregon School Children in the Tool Subjects, as Shown by Standard Tests A STATEMENT OF THE PROBLEM In the school year of 1918-19, the Bureau of Educational Eesearch of the University of Oregon undertook, in a co- operative way with the schools of the state, the problem of determining the efficiency of Oregon school children in some of the tool subjects. The work was confined primarily to the grades from the third to the eighth inclusive. Some testing was done, however, in the subjects of reading and algebra in the high schools, but no attempt was made to especially feature this phase of the work and comparatively little testing was done in those high school subjects. Subjects in Which Testing Was Done. In the grades the children were tested in arithmetic, language and grammar, spell- ing, reading and handwriting. Work in the first four subjects was especially featured, but tests in handwriting were made a special feature of the work in one locality of the state, namely, Jackson county. Nature of Work. The work was carried on in a co-operative way in order to add the additional interest and stimulus that would come as a result of comparing the work of the various schools. The Bureau of Educational Research was made a clear- ing house where the data were collected, compiled and compari- sons made. The testing material was sent out by the University to those schools who wished to undertake the co-operative prob- lem. Eleven cities of the first class (cities having a school population of 1,000 or more school children) did some or all of the testing, and nine of these cities sent in their material to the University to be compiled. Fifteen districts of the second class (those having a school population of from 200 to 1,000) did the testing, and about one hundred villages of the third class (dis- tricts with less than 200 pupils) and rural schools submitted their data. [1] Testing the Efficiency of Oregon School Children It was planned to have the testing done in the months of January and February but, owing to the fact that many of the schools were closed because of the influenza, much of the work was postponed until later in the year. Instructions were sent out from the University as to the method of giving the tests and tabulating the data. In most of the first and second class districts the tests were given under the personal direction of someone sent out from the University. Early in the year plans were formulated for, at least, two counties of the state to test all their schools including districts of the first, second or third classes, in the hope that county superintendents might use the data from the tests as supervis- ory instruments for the better administration of their school work. Owing to the fact that the schools were forced to close their doors for a number of weeks, complete returns came in from Jackson county only, Avhich returns constitute the first part of this bulletin. Tests Used. The Courtis tests in the four fundamentals and the Stone Reasoning tests were used in arithmetic. The Kansas Silent Reading tests devised by Dr. P. J. Kelly were used to test the reading. Language and grammar tests used were devised by C. A. Gregory, of the University of Oregon; the Gettysburg Edition of the Ayers Writing Scale was used to test the hand- writing, and the Monroe Algebra tests were used in algebra. The following districts did the testing: Cities of the First Class Newberg Eugene Roseburg McMinnville Medford Astoria The Dalles Ashland Baker Cities of the Second Class * Estacada Lebanon Tillamook Seaside Ontario Milton Myrtle Point Heppner Hermiston North Bend Hillsboro Clatskanie Central Point Enterprise Silverton Cities of the Third Class * Eagle Point Umapine Gold Hill Butte Falls Wcstland Adams Jacksonville Wasco Umatilla Phoenix Marcola Mill City Eogue River Glendale Athena Pilot Rock "Districts of second and third classes were determined from the number of pupils in attendance 1918-19 rather than from school population. [2] Testing the Efficiency of Oregon School Children In addition to these, returns from about 80 rural schools from Jackson county were sent in. In comparing the data, schools are recorded by number rather than by name. In gen- eral, they are divided into four classes, districts of the first class, those of the second class, those graded schools of the third class, and the rural schools. THE SCHOOLS OF JACKSON COUNTY Jackson county has two districts of the first class that are designated as city schools, eight town schools (districts of the second and third class) and 76 rural schools. The rural schools are divided into nine sections, each section containing from five to thirteen rural schools, as follows : Antioch, consisting of school districts number 11, 18, 20, 36, 37, 41, 47, 50, 52 and 44. Applegate, consisting of Nos. 3, 27, 33, 34, 43, 68, 77, 82 and 87. Dardanelles, composed of Nos. 17, 32, 61, 88 and 98. Howard, consisting of districts 10, 14, 15, 24, 29, 95, 99 and 100. Neil Creek, consisting of districts 7, 38S, 38PR, 54, 60SS, 60GS, 72, 92, 94 and 97. Trail, consisting of Nos. 28, 31, 45, 53, 59, 63, 66, 74, 84, 86B, 86H, 89 and 93. Wellen, consisting of districts 12, 13, 19, 39, 42, 51, 65, 76, 81 and 90. Wimer, consisting of districts 48, 62W, 62PG, 79 and 101. The two-room schools also constitute another section. They consist of districts number 2, 16, 40, 56, 69 and 73. County Superintendent G. W. Ager has in his files the indi- vidual record of each child in the county. The rural schools were grouped according to the above grouping because of their lo- cation and because each of the groups constituted a unit for administrative purposes. Tests in Arithmetic The Courtis tests in arithmetic consist of a series of problems in addition, subtraction, multiplication and division. The fol- lowing, taken from Form I, Series B, illustrates the nature of the problems : [3] Testing the Efficiency of Oregon School Children Addition Subtraction Multiplication Division 927 107795491 8246 379 756 77197029 73 25 ) 6775 837 Time, 4 min. Time, 6 min. Time, 8 min. 929 110 854 965 344 Time, 8 min. Each sheet contains one test in each of the four fundamen- tals. The instructions at the top of the test paper read, "You will be given minutes to find the answers to as many of these examples as possible. Write the answers on this paper directly underneath the examples. You are not expected to be able to do them all. You will be marked for both speed and accuracy, but it is more important to have your answers right than to try a great many examples." Tables 1 to 44 record the speed and accuracy for grades 3 to 8 inclusive. Table 1 is read as follows: The letters and figures at the top A, B, C, D, 5, etc., represent the various schools. The letters preceding the figure 5 represent the ward buildings, while the figures under column 5 represent the record for the entire city. Column 6 represents the grade for the entire city, while columns E and F are ward buildings in this city. The numbers and letters used here are used throughout the entire bulletin. The record is read thus: School A had 1 pupil who attempted 2 problems, 2 who attempted 3, 2 who attempted 5, 1 who attempted 6, and 1 who attempted 7. The median score for the school A is 5.5 problems. A median may be defined as that point which is equalled or excelled by 50 per cent of the cases, or it is the middlemost point in an array of figures arranged according to their ascending or decending values and means in this case that there were just as many pupils who solved 5.5 or less as there were who solved that number or more. The methods for solving the medians are not always uniform. It is, therefore, necessary to state the methods used in this bul- letin. In the arithmetic the method is as follows: If there are, for instance, 37 papers in the class the median is the grade on the 19th paper. If there are 36 in the class the median is the grade on the 18th paper. In the language and grammar and silent reading papers the median is the same as in arithmetic if there is an odd number of papers and if an even number, it is half way between the grade on the two middlemost papers. [4] Testing the Efficiency of Oregon School Children ^^MM-wwoooom iH o "-I ^ r-> o -^ o 03 CO ■*]■ 00 o to C5 pj o aa 2 ° « 00 « 10 "MM -^CQ W cH NMrirH t- US !^ o Q •< ■V (N rj C-l M M ■^ T-t 01 ■* .-. C) M OS -H ^MMN 00 CO M lOi-i Nrt -■ CO cr c oc ©"^^ooooo oooooooooooooooo 00 w«h pflC- ^fJeOMNWr-c „^ St- ^NWN^ " tCOOO o 0<= O OOOOOO ©OOOO 00 00 00 000 ^ *0 04i-«^ CI «-! W ^ (Oao s» .-. C«j CJ rt .-« M Q Q '^ ^ 10 U WMmN'-''-' OeO U 10 10 ■v ys 10 CO rt Oiyi ~,ooooocc' 00000000000000000000 _ Mi-^wioeOfH -^^ ^ 'HM Nt-iiH t-iO jOO®C>000000000000000000000 : £ Pot-iNeo^iotot-oooiOrHMeo^iotot-oDoio^Neo^-^.S ^ E Po^M«^ui«Dt^ooo>o.-j c) M w N « N r-< CO in "* TJ lO « CO »• 00 «) CO Q H fi) fc. .-(.-< M0000O-9*>-<'-' 00 H ^i~- ^-^t-OOMM^ >A m ^ M ■<)■ M W ». 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"^ lO -T W lO t- '^ Qm to eo •-< CM V 00 (* Q -^ •* eO -H CM d Q sieo eg "^2 ■^ CMl- r-l I- "cO Tf CO "T lO «? 10 0^ ^o^-^j-^Tj-ooc-i 0^ u3 ^ M :C-. to' O-WC0C0tO00lSlI5ff)^ ^ "^00 U t- U5 10 00 CM f- CI I- to ,-1 Cl lOtD 1-. roo 1000 CQ^ ^ ^^^^0 CQm .-1 CM M CO C d m PQ ^ >o 1-HO '*'' 00 CO ^] .- CO I- d -<» CI •?• -^ :-i '-< 01 10 <; <: rH M (C rHC) to _ rt ' .. c SS ^'..c ,^ D.O = 00000 — .3 c/j'^ocnooi~toio «-3 3^ L f" > t^ Speed 5.1 5.9 6.9 7.9 8.6 68.4 Accuracy 32.8 42.5 51.9 5.3.7 60.7 6S.4 Subtraction Iowa Speed 6.8 8.2 9.7 10.7 12. Accuracy 74. 80. 83. 84. 86. Jackson Co. Speed 4.6 5.9 7.4 8.6 9.4 10.8 Accuracy 36.1 49.6 63.4 65.5 79.4 81.5 Multiplication Iowa Speed 5.8 7.0 8.6 9.9 11.5 Accuracy 61, 70. 76. 78. 81. Jackson Co. Speed 5.3 6.4 7.4 8.3 9.5 Accuracy 49.6 60.2 61.5 52.8 87.4 Division Iowa Speed 4.2 5.5 7.0 8.5 10.8 , Accuracy .59. 74. 83. 88. 91. Jackson Co. Speed 3.4 4.6 6.4 7.4 8.7 Accuracy .39.5 58.6 66.5 82.2 87. * Iowa scores were taken from Bulletin No. 24, "The Arithmetic Skill of Iowa School Children." 1916. [2.3 1 Testing the Efficiency of Oregon School Children Table No. 45 is read thus : In Iowa the median number of problems attempted by the fourth grade children in addition was 6.2 problems and the median accuracy in per cent is 56. In Jackson county the median was 42.5. The accuracy is excep- tionally low in each case and much drill needs to be given this phase of school work. In only one case does a Jackson county median exceed that of the state of Iowa, and that is in the eighth grade in accuracy in multiplication. The tables are self explanatory and little comment needs to be made in reference to them. STONE REASONING TEST The Stone Reasoning Test in Arithmetic was given to grades 5 to 8 inclusive. The following problems taken from the list indicate the nature of the work: 1. If you buy 2 tablets at 7 cents each and a book for 65 cents, how much change should you receive from a two-dollar bill ? 5. The uniforms for a baseball nine cost $2.50 each. The shoes cost .$2 a pair. What was the total cost for uniforms and shoes for the nine? 6. In a school of a certain city there are 2200 pupils ; 1/2 are in the primary grades, 14 "i tlie grammar grades, Vs iii the high school and the rest in the night school. How many pupils are there in the night school? There were twelve problems in the list and the time was 15 minutes. The students were told to solve as many problems as they had time for and to work them in the order given. Directions for scoring Stone Reasoning Tests : The following directions were sent out from the Bureau relative to scoring the papers : In oi'der to have the scores of a system, school, or pii])il comparable with those in the scale as standardized, the papers should be marked and scored as were those in the original study. To this end it is essential that each of the following steps be taken according to directions: [24] Testing the Efficiency of Oregon School Children (1) MARK THE SOLUTIONS ON THE BASIS OF EIGHT OB WRONG REASONING. Example: In marking the solutions the following rulings should be observed: 1. Mistakes in copying are not counted against the child; e. g., Problem 1. 2X 7=14 14-1-65=89 100—89=11 The reasoning of the problem was correct, so the mistake in copying is not counted. 2. Errors in fundamentals do not count against the reasoning score: e. g., Problem 5. $2.50 $5.50 $2.00 9 $5.50 cost of each. $50.50 The reasoning in this problem is correct, so the mistakes in fundamen- tals are not counted. 3. The child is given credit for the 'part of the problem that is reasoned correctly when part is wrong — the amount of credit depending upon the number of steps reasoned correctly; e. g., Problem 1. 7 65 2 —14 14 41. Since one of the steps is correct, this was counted one-third correct. 4. If a problem is unfinished, credit is given for the steps taken if correct, or in so far as they are correct; e. g., (a) Problem 6. 2200 pupils. % of 2200 is 1100 pupils in primary grades. This was counted 1-5 correct. (b) Problem 5. $2.50 cost of one uniform. 9 $22.50 cost of nine uniforms. $ 2.00 cost of one pair shoes. 9 $18.00 cost of nine pair shoes. This was counted 2-3 correct. (2) SCORE THE SOLUTIONS ACCORDING TO ASSIGNED WEIGHT- ING AND FIND SCORES FOR INDIVIDUAL PUPILS. The weightings to be used in scoring the solutions are: For first problem, 1 For seventh problem, 1.2 For second problem, 1 For eighth problem, 1.6 For third problem, 1 For ninth problem, 2 For fourth problem, 1 For tenth problem, 2 For fiftli problem, 1 For elev 'th problem, 2 For sixth problem^ 1 For twelfth problem, 2 [25] Testing the Efficiency of Oregon School Children For example, any one of the first five problems solved correctly should score 1 for the pupil, school, and system; the sixth would count 1.4; the seventh, 1,2, etc. In the third illustration under Directions for First Step, the solution of the first problems as given would count 1-3 for the pupil, school, and system; and in the first illustration under the 4th ruling the partial solution of the sixth problem would count 1-5 of 1.4 or .28. The score of each individual pupil is found by adding all the scores of all the solutions found on his paper. (3) COMPUTE THE TOTAL OF THE INDIVIDUAL SCORES ON THE BASIS OF A HUNDRED PUPILS OR COMPUTE THE PER CENTS OF PUPILS MAKING SCORES 0, 1, 2, etc. Explanation: Sort the papers, placing the smallest score on top, and graduate so that the largest is on the bottom. To get a single measure of a class, school, or system, add scores of all pupils and compute on basis of a hundred pupils; e. g., Mr. Hebden found the score for 716 Baltimore city pupils to be 5749.48. Reduce to the basis of a hundred pupils this is 803.2 as the score for the Baltimore system. (This is the measure used in the Springfield, Illinois, Survey and by Superintendent Stark in the Hackensack Report.) To get the most helpful measure for supervision, compute the per cents of pupils that made scores of 0, 1, 1, 3, 4, etc., and construct a surface of distribution showing deviation from the standard. (This is the plan followed in the Butte, Montana, Survey and in handling the Iowa State Teachers College Training School S'-ores.) The most helpful measure for teaching is the score of each individual pupil. (4) COMPUTE THE PEE CENTS OF ACCURACY. The per cent of accuracy is found by computing the per cent reasaned correctly. In going over the papers for the data for this figuring, the following rulings should be observed: 1. In determining the number of problems attempted, count number on which any work was done. This will be sufficiently exact for fifty to a hundred pupils. But for determining the number of problems attempted by individual pupils, if the last problem worked is incomplete, use fractions to represent the steps attempted. 2. In determining the number of problms correct for fifty to a hundred pupils, count the number that are worked entirely correct. But for computing the scores of individual pupils, use fractions to represent the steps correct. Tentative ST.\XDARns The author of the tests makes the following statements rela- tive to standard scores :* "That 80 per cent or more of the fifth grade pupils reach or exceed a score of 5.5 with at least 75 per cent acciiracy ; that 80 per cent or more of the sixth grade pupils reach or exceed a score of 6.5 with at least 80 per cent accuracy; that *Standardized reasoning tests in arithmetic and how to use them by Cliff W. Stone, published by Teachers College, Columbia University, 1916. [26] Testing the Efficiency of Oregon School Children TABLE 46 (1) (2) (3) (4) (5) (6) No. No. in class Total score Score per Number of Number of Per cent of of (;rade taking test for class 100 pupils jiroblems problems accuracy school attempted right 6 27 111.21 411.9 176. 76. 43.4 B 5 7 13.95 128. 18. 9. 50. 6 10 28.4 284. 84. 26. 29.8 C 5 56 70.75 128.6 332. 68. 20.5 6 29 143.24 493.9 236. 133. 66.4 7 49 291.7 696.3 411. 258. 62.8 8 59 431.2 730.9 633. 332. 62.3 D 5 27 49.0 186.1 107. 50. 47. 6 19 52.2 263. 134. 60. 37. 7 39 330.4 718. 315. 280. 88. 8 41 345.5 695. 340. 285. 83. 5 See A, B, C, and D. 6 ] No 1 report. 14 6 6 23.7 666.6 37. 23.75 64.2 6 19 88.26 464. 144. 88.25 60.6 7 19 148.8 783. 152. 119. 78. 8 13 97.5 708. 128. 97.5 76. 26 5 8 31.28 391. 55. 23. 41.8 6 6 20.43 340.6 62. 14. 22.6 7 5 42.94 858.8 62. 32. 61.6 8 4 29.06 726.5 44. 24. 54.5 26 No report. 27 6 21.6 308.5 43. 18. 41.8 6 6 23.7 396. 41. 20. 48.3 7 12 41. 341.6 63. 36. 67.9 8 14 53.3 409.2 85. 48. 66.4 28 5 9 13.8 163. 66. 10. 15. 6 6 24.1 482. 37. 19. 61. 15 85.9 572. 138. 68. 49. 8 13 117.3 902. 135. 93. 68. 29 No report. 30 6 12 77. 641. 110. 70. 63.6 6 8 54.4 680. 83. 41. 49.4 7 12 83.6 710.6 102. 59. 58. 8 12 87. 726. 104. 67. 64.4 36 5 6 14.8 296. 46. 12. 26. 6 8 41. 512.6 71. 36. 60. 5 34. 680. 44. 29. 66.9 8 13 147.4 1131.5 121. 106. 87.6 37 6 16 47.1 294.4 79. 39. 49.4 6 10 42.8 428. 66. 34. 60.7 8 45.8 666. 53. 40. 75.6 8 21 136. 647.6 155. 113. 72.9 38 5 6 28. 466.6 35. 23. 65.7 6 15 67. 380. 102. 45. 44.1 7 14 77.4 652.9 102. 65. 63.7 8 4 38.3 957.5 29. 26. 89.3 39 5 8 18. 225. 49. 14. 28.6 6 9 47.4 526.4 75. 41. 54.7 7 6 19.9 331.6 45. 17. 37.7 8 11 71.1 646.4 92. 60. 66.2 40 6 14 44.7 319.4 83. 34. 41. 6 18 80.8 449. 142. 65. 46.3 7 17 118.5 697. 148. 98. 66.2 8 12 102.8 866.6 107. 89. 83.2 41 5 6 18.6 310. 37. 16. 43.25 6 7 28.3 404.3 48. 26. 64.16 10 54.1 541. 67. 46. 68.66 8 3 22.2 740. 27. 16. 59.25 42 5 10 28.2 282. Dt. 21. 41. 6 12 61.4 511.7 86. 53. 61.G 6 7 41.2 588.5 57. 33. 66. 8 12 98.3 819.6 105. 78. 74.3 43 5 13 31. 238.5 100. 21. 21. 6 6 33.5 658.33 38. 28. 74. 7 8 45.8 572.5 63. 33. 60.33 8 10 64. 640. 80. 63. 66.25 44 5 4 7.5 187.5 31. 7. 22.5 6 12 40.8 340. 82. 34. 41.4 7 5 21.4 428. 34. 19. 66. 8 7 41.6 594. 48. 29. 60. 45 5 12 39.3 327. 74. 37. 60. 6 16 73.2 45.7 108. 64. 69.2 7 14 85.9 612. 94. 60. 63.6 8 15 69.47 463. 130. 63. 52.3 [27 Testing the Efficiency of Oregon School Children 80 per cent or more of the seventh grade pupils reach or exceed a score of 7.5 with at least 85 per cent accuracy; that 80 per cent or more of the eighth grade pupils reach or exceed a score of 8.75 with at least 90 per cent accuracy." Column 6 of table 46 indicates that the scores are very much lower than the standards. The total score for the class in column 2 divided by the number in the class in column 1 will give the average unmber of problems solved in each city in each grade. Here again the scores are very low as compared with the standards. Language and Grammar The tests in language and grammar are divided into two parts. The first part, test I, is devised for grades 3, 4 and 5. Test II is devised for grades 6, 7 and 8. Each test sheet con- tains 24 sentences divided into groups with 3 sentences in each group. The following is the list of instructions taken from page 1 of test 1. Directions for Giving the Test Be sure to fill each of the above blanks before you proceed further in this test. This little test consists of a number of sentences, divided into groups with three sentences in each group. The first sentence in each group has a blank in which you are to write the proper word. Only one word is to be put in each blank. The second sentence in each group has two words in parenthesis, one of which is wrong. Draw a line through the wrong word. The third sentence has one word and only one, in it that is wrong ; find this word, draw a line through it and write the correct word above it. The following sentences will show you how to play this little game : Group 1 1. My book new. 2. You and (me, I) are more than six years old. 3. I seen three soldiers this morning. [28 Testing the Efficiency of Oregon School Children You should put the word "is" or the word "was" in the blank in the first sentence. Draw a line through the word, " me " in the second sentence. Draw a line through the word "seen" in the third sentence and write above it the word "saw." Ask questions until you are sure you know just what you are to do before your teacher gives you the signal to begin. After you begin your teacher will answer no questions. Allow Exactly Five Minutes for the Test Have pencils or pens ready before signal is given. "When time is up say "STOP" and collect papers at once. It is to be noted that the difficulty is located in the first sentence in each group, but no suggestion is given as to what word should be inserted. In the second sentence of each group, the difficulty is again located and it is simply a matter of the choice of two words. In the third sentence of each group the difficulty is not located but is left to the child to find and correct. There are, therefore, three different types of problems to be solved in each group. The sentences were chosen to test the pupil's ability to use the proper language forms in simple sentences. They were made to conform somewhat to the studies reported by W. W. Charters in the "Sixteenth Year Book of the National Society for the Study of Education."* It seems to the writer that the tests test the pupil's ability to use the lan- guage properly rather than test his general intelligence as some of the language tests seem to do. The sentences were weighted according to the results of a preliminary test on 1300 pupils in four school systems. The tests are diagnostic in nature and were aimed to give the teacher a better idea of the results of her teaching. While the time was only five minutes, yet it was sufficient for some of the children in all grades to finish all the sentences in the allotted time and in the grades above the fourth, approximately 50 per cent of the pupils finished the work. In test I, the maximum score that could be made is 52.2 and in test II, the maximum score is 70.9. Tables 47 to 52 show the scores made in language and gram- mar. Table No. 47 is read as follows : School No. 25, for instance, had 1 pupil whose score fell between 7 and 7.9 ; 2 who made a score of from 8 to 9.9 ; 1 who made a score of from 10 to 11.9, etc. ' Minimal Essentials in Elementary Lan^uajjc and Grammar, Part I, pp. 86-110. [29] Testing the Efficiency of Oregon School Children rt MN lO CO *5 tC « C^ O m t-M W O C- r- ^ O lO W r < ooS -^ 5- -' t3 CO rH,-.r-«i-l01C^]C']CMCOCO"tI"^'^lOlOW0 1.'3l-«iJ (u'V^'VW'^'VO'^'V'a'VCVVvvu'^'Va'O'W'W'^ :~ t xiccccccccccccccccccccccccccc^xrtji cao. HCMCC^»OtDt-OOOCM^(DCOi-l-^l— 0^rcO?5«>O^OOCM<00»*.it r-i.-t^.-I^CMC'JCMCOCOeO-WiOlOm'C^^^ °SI [30 Testing the Efficiency of Oregon School Children < a coteWi-ic^tDicmcoccniaTHeo W t-H e-5 CJ C^ (^^CM a < o $-v < 00 a ^. n < S " ^ CO .-l^' two j: o t--' d M tD ci CO t- '-' id « D- .-• lo d c c t030.~<-^t^O"*COC10'*CiOMtO o**- ^ i-i'-'<>]C')Mc;MeOTrLou5L3to^t_, ©"g .-iMWViatDt-COOw [31] Testing the Efficiency of Oregon School Children S C4 rH T-H M >-H cc O CO t- >-i .-' -r)" Ol "* 0> lO -* lO O lO r- __Q r-l.-HHOJCJCl>-HMr-IC1CJ>-< O o fH M i-« M eg eo 1-1 w CJ w .-I ■« rH T-HC] M -iCg-^ CllJJMMi-'M pj CO o ^ M .-I ig CO ^ rH rH eg CO W .H .-I N iCO CJ CO S " I* l~ '^ 00 t- Hi 1-H .-H CO rH eg HCgWCMt-H-^Cgr ^ •^QA'-iwH eg .-I eg eg .-» ^ eo r-< .-' T-l M ^J N .-Hi-icgeg i-H iH eg tH eg eg eg CO ^ eg I-Hl-I O) H ID C^C^-^T-HiOOO-^^^OsOJOlW^ ei lO &. » pq H ^ «J! 00 lO H 1J3 00 c^ co-i'ti'i-icgoiooegNooiftiotceOf-'eg ciioiocg^'^io^e')^ ■1 .-H i-< eg CO «> «i to t- CO CO ■-( co c*ieg'V^Hcoiou3c^jt-us^»o<-' CO CO t- o -^t «) la lO eg ■^ 'i--cg"eo"fl'iotD'-~(».- ^ ( !l> -O tJ TJ TS '^ "0 *0 "S t3 TJ -^ -O T3 T3 t3 -O -U t3 T3 13 "O ^rO ccBccccSccrccccccccc^c r; iM w c^ic-icgc>jcoco-i"-^-»j'iom!D(nL- — t- m • 4; r- ?'>'rtO'-'iNco-*io^i-xoc C C C C C C^J3 OS rt d cfl oJ rt rt £j ^m cgcgcgeoeoco-v'«3'»Oiou5tD«>fiH O^ [32. Testing the Efficiency of Oregon School Children The median scores for grades 3, 4 and 5 for the county are 16.5, 22.8 and 27.9 respectively with 52.2 as the highest possible score that conld be made. This indicates that much less than forty per cent of the sentences were done correctly. The median scores, as shown by the tables, for grades 6, 7 and 8 are 16.1, 21.4 and 24.7 respectively with 70.9 as the highest possible score that could be made. Here the scores are relatively lower than in grades 3, 4 and 5. In view of the fact that the sentence were simple and the language forms called for were so common we might, at fir.st thought, expect the scores should have been higher. The test reveals the same fact that is brought out in the other subjects that more drill and effort should be con- centrated on the common every-day expressions rather than on the more technical and less frequent language forms. The drill should be carried to the point where the child not only knows the correct form but his language habits will function properly when his mind is not especially focussed on his mode of expression. Keading Tables 53 to 58 inclusive record the scores made on the Kansas Silent Reading test devised by Dr. Kelly. The median scores for the county compare rather favorably with the standard scores published by Dr. Kelly. A glance at the individual scores for the various schools, however, shows wide variation among them. In some cases the scores of some schools are almost three times those of other schools. This indicates a great difference among the school children in their ability to read. There seems to be no marked difference between districts of the first, second and third classes as to their ability to read. The two-room rural schools, (No. 45 in the tables) as in the other subjects, make a relatively high score. [33] Testing the Efficiency of Oregon School Childre^i < O La.-t.-i .-• COM O to W in OJlH r^CJ r-lr- 00 .- <-! (M Ol T t- CO «-< .-I « U5 !M « ? I .-' W r- O C) m t- fj (M ■-! CJ -CO CJ CI □O.-lWrt.HCC-'J'fN^.- tg^ t-cic^wc^i.-ieoco H P3 <= •-- M CM CO ^ g CO - p -< ">S' d rH d ^ »HC^ U^'-'.-'COOCOt^tCO.-lC-lCO fa n lOCJr. CO CO :S <: = 2w S O tl r <" cJ Qj01CiCiCiCT:C:ClClCVOJOia:aiCJ050101OiO;OJ Q.^ «J p *S t J* *.-Hcico^''CcoocJ^r^ocotdoi-^Cs^cr'aiCT3c'.o C'V ^ :i .-■'-".-..-ICMOIMCMCOCO-^'^IO^I-Ctl^n^ X!(y^CCCCCCCCCCCCCCCCCCCCCCq„'-'J5 crn cjolcCcCrtcirtrtrtrtgicCcflPirtrtcjWcOrtrtnio]^:^-'-; Sjz'fflOwiNeo'^tuac-O'-'coinooi-i-a't-oio-moooco'o ® a* ^^vh .-<.-i.-i.-iiMC-icjco:oM'Tr»CMX)i--oot;i 5 ' t- OP J> COi-i.-<.-(.-liM01(MClCOC01'^lOtOL— rt3:3 py.^^rtcC(8rt(0g3rtrtcfli0c8rtrttdrtrtrtcCojdrtrttid.^t3 3x'MC.-i't-Oioc3iooooo o ®w!i ^^S-i .-lrHr-l.-lM0JC4MCO-^-^lO^l>00CH ^ 34 Testing the Efficiency of Oregon School Children H (2 " W O lO .-ItO rH C- -Woo ^ H CO ■3 -^J- t-1 CO rH iM M C (O M " '^'^ M Q • P <; CO -H <; P3o Mf-t.-.rtlOC'J CM.-3P5 CO •-iiM Ci «-< .-H 1-) CO c^ ^ t-« o cj 1-1 rH .-I CO f J ■-< ■^ C^ CO -fJ" O lO -^ W CO C^ CO (D CC i-H .-» 1-1 ui rH f-4 r-l CMrH N to Mcoc)?i^i-irtOOi_..H eo^J tc t-ieo-vioiH-Vioco^wt-tDM coea r-. .— ^ "^ (D <-" i-l r-l tON lO to «0 ^fc* ^^_H^--[-ajt-^.-. cnd^fc .-i^^cO'-HMM-'i-t-'veoeo «n iJ ■ i2 • JuTW ricoi-t-HtDxwo '*'°Sf^ c-ieoMWco-v-^t-'^eoea toco -" I-" ,-- ^ ^ 00»-l rp ©a Qi-ii-< p^cocOuitDMcO .-* cow Q ^rH^.-iMCOi- W d OJ ■*!■' C-^ C* CO *^ CTJ ■^' oi rr OJ C: <'t:~OiOOiOOOOOO ®>S ^^W O .-IIM-^rH OS .1 CO 00 (MNiM— I^COM 00«> CO MW N CO — t — I CO O '^ o Q - P CO CM ^ CO H N P^O f-t CMCOCO NM COC^P^O rlOlC^COCO— I— i— < COr-<-H— (-^ — (lO [- tHCM— tM-^M.-ii-l —I >-i — I ?.] CI 00 » ;tO(^— t-*tot-co r~ lO i. H h) pq < H »o Q o cow ■^ rH CO MO to C»(M 00 LO &< n CMO Ci CI Hi pq < U H lO 00 rH CO .-to Q ■^-< to CD^^ u — I 00-3- coco eo cot- —1 —I 00 rH r-» ^ — I — ( CO C^l C-lLOCOinOWt^MCJ .-tCi Q r-i-' l- d co 'j=* ci "^* o^" ■* crJ cj ci ^ S "O 02 "gS r-"— 1 — — "CMCMC-lClCOC^-^-^inWl-Cfla— U^? — t— 1— i— ((MCi:-IC>]COCO-ts ■J^^*M .-1— 1 — — tCMMCMCCCO'^-TW:)«>l--00g;H .^ ^^'*-' — (-«t-(— (CMClCMC0C0" .O ;io : :oi :«DOo ;t-ustD «?; lO : ; to :o^tD : :to : 00 CO ; CO : :i-«N ;m : ; loeo ;'«it : :eo : ;oo :«o ;« :oji- : (D : : lo 10000 :oo :c>) itooia ^W : 00 : :oiio : co : oi j^^pj :<-i : :wWodco *"i2'3^'~^ : o 00 0000 ■-' ^ lo UZcoto : u3 00 to to 00 oi w : CO :eo to : lo : 00.4 : w lOM -.tA : t- lo 00 CD lO lO c- CO eocic-coio i-t --i to : la :oiiooococooo-^'^-^oowcio<-* ^•73 ■-( lo ; -v to c- Oi ; as : liS lo : "•*■ lo :eoi-t :oicow co co to w co lo ncocomio us Oi cm w eo J" CM to CO " c- toto t-oooi tcoow co ^ o t- lo o ,*;; hi: 00 (M ; --I t- ■<* w CM o o UAu3iO :(MC0C-tDt0C-lf-l ■"•^ : CO cj 00 Ti" .-( ■**" ; 4l^00tO lOOtot-lOtoiO I a 6 uXcMio :"3o>cMt-o>o : ^ toio ;CMcgL-cotoco :»Hio;t-ij5ci:co to ;(Ot-»o eoeoioco t-^ lOM to»o co itoid I't'^'ci ;u5ed itor-Ito :cdc-iocotDtorHidco'*^cocicotocDCMiotDtDcoio"* : lo HMCO-tflOtOt-XOSO*- ZS [51] ^-fBRfiRY OF CONGRESS 021 496 257 3 University Piress