~*~. ——— y : . ro , ee BAL. University of the State of New Yor Entered as second-class matter August 2, 1913, at the Post Offic +» under the act of August 24, 1912. Acceptance for special rate of postage provided for in section 1103, act October 3, 1917, authorized July 19, 1918 Published Fortnightly No. 814 ALBANY, Now October 15, 1924 E YEAR’S READING PROGRESS IN NEW YORK RURAL |s@eHoOKS;) MAY 2% 1929 UNIVERSITY OF ILLINO}s BY 7 WARREN W. COXE Chief, Educational Measurements Bureau AND JACOB S. ORLEANS Research Associate, Educational Measurements Bureau Sud, ALBANY THE UNIVERSITY OF THE STATE OF NEW YORK PRESS 1925 G174r-D24-2000( 3429) THE UNIVERSITY OF THE STATE OF NEW YORK * Regents of the University With years when terms expire 1934 CuHeEsTER S. Lorp M.A., LL.D., Chancellor - - Brooklyn 1936 ApDELBERT Moot LL.D., Vice Chancellor - - ~- Buffalo 1927 ALBERT VANDER VEER M.D., M.A., Ph.D., LL.D. Albany 1937 CHarLes B. ALEXANDER M.A., eae LEDs Titty De Saka aN - - - - Tuxedo 1928 WALTER GuEST KELLOGG B. B.A. LL. D. - - - - Ogdensburg 1932 JAMES Byrne B.A., LL.B., AGB) - - - - - New York 1931 THomas J. Mancan M.A. - - - - - - - Binghamton 1933 “WILLIAM. 2) o WALLIN IMIEAG = si eae - - Yonkers 1935 Witt1am Bonpy M.A., LL.B., Ph.D., D. C. L. - New York 1930 WititAMmM P. BAKER Bie ey. D. - - - - - Syracuse 1926 Rotanp B. Woopwarp B.A.- - - - - - - Rochester 1929 Ropert W. Hicpre M.A. - - - - - - - - Jamaica President of the University and Commissioner of Education FRANK -P, GRAVES Ph Do Litt (eile be ele eens Deputy Commissioner and Counsel Frank B. GILsBert B.A.; LL.D. Assistant Commissioner and Director of Professional Education AUGUSTUS: 5: ;,DOoWNiInG MAS Pdibeale Tico malsieas Assistant Commissioner for Secondary Education JAMES SuLiivan M.A., Ph.D. Assistant Commissioner for Elementary Education GeorGE M. Witey M.A., Pd.D., LL.D. Director of State Library James I. Wyer M.L.S., Pd.D. Director of Science and State Museum JOHrNeM? CLARKE Ph DWDisc eile Directors of Divisions Administration, LLoyp L. CHENEY B.A. Archives and History, ALEXANDER C. Frick M.A., Litt. D., Ph.D. Attendance, JAMES D. SULLIVAN Examinations and Inspections, AVERY W. SKINNER B.A., Pd.D. Finance, CLARK W. HALLIDAY Law, Inwin Esmonp Ph.B., LL.B. Library Extension, WILLIAM R. Watson B.S. School Buildings and Grounds, FRanK H. Woop M.A. Visual Instruction, ALFRED W. ABRAMS Ph.B. Vocational and Extension Education, LEwis A. WILSON University of the State of New York Bulletin Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized July 19, 1918 Published Fortnightly No. 814 ABBAN Y, Naw, October 15, 1924 ONE YEAR’S READING PROGRESS IN NEW YORK RURAL SCHOOLS A STUDY OF GAINS IN READING MADE BETWEEN 1923° AND 1924 During the school year 1922-23 a study was made of reading achievement in the rural and village schools of New York State. This survey was reported in University of the State of New York Bulletin, 798. The following year a number of the district superin- tendents, some of whom had participated in this survey, again gave reading tests. This made possible a follow-up of the 1923 study. The method of tabulation of the data supplied by the district superintendents was the same as that followed in the 1923 study. These data permitted: (1) comparisons in reading achievement, in both rate and comprehension, between the 2 years for (a) those schools that took the test both years and (0b) the State as a whole; (2) comparisons of grade averages with test norms; (3) compari- sons of the several types of schools involved for 1924, similar to the comparisons made for 1923. In 1923 the Monroe Standardized Silent Reading Test Revised was given to about 12,000 children throughout the State; the Thorndike-McCall Reading Scale to about 1550; and the Burgess Scale for Measuring Ability in Silent Reading to about 750. In 1924 the Monroe test was given to about 13,000 children; the Thorndike-McCall scale to about 1200; and the Burgess. scale to about 700. In view of these totals the larger part of this report is devoted to an analysis of the results of the Monroe test. As in the study of the previous year, the tests given in 1924 varied in date of administering from October to June, the larger part of the testing being done in April, May and June. Table 1 shows this divergence and makes it evident that it is not a simple task to + THE UNIVERSITY OF THE STATE OF NEW YORK equalize the time of giving the test. To make comparisons for the 2 years valid, the same procedure was adopted as in the preceding study, that is, all records of tests given prior to March 1, 1924 were discarded. The average of the records used represents roughly the status of reading achievement in the early part of May or the latter ' part of April, which is perhaps slightly later than for the previous year. ‘[wenty-seven counties including forty-seven supervisory dis- tricts participated in this study. There is appended to this report a summary table giving the average scores for each grade for each type of school for each supervisory district. A comparison of this _ table with the corresponding 1923 summary table should prove interesting.’ Table 2 shows the average comprehension scores by grades on the Monroe Standardized Silent Reading Test. Revised for each type of school in 1923 and in 1924 with the gain made by each grade. Table 4 gives the corresponding average rate scores. Tables 3 and 5 present the number of cases for each year on which the averages are based. In four instances gains of one or more points were made in comprehension. In seven instances gains of less than one- half point were made, including two losses. In the remaining seven instances the gains ranged between one-half point and one point. The gains shown in table 2 and 4 are given in score points. 1 See pages 28-35 of University of the State of New York Bulletin 798. ONE YEAR’S READING PROGRESS eeoeereee ne I r—zZ—I I I ose eee 9 Fie eb 8 0 6 Be 06 el 0.0.6 6 Be 0a, Oe ueaqnays eters Oa 6 SHC = _ EEA Gane Pie ww OE cee aes Steer 9 3 Ry ps . ed eh then sae uaqnay}s I I erate ater ee I I I I I I Z © 6 620) 4) o 86S: a ae) @ eal ao: Ue ane uaqnays I '—Z—I +. is ete eye) 91 ee see i i MSUS eb lenal'cl es — Sue 6 Toisas halen « MOS ele vie wlele (e:« Teale UR woe" 0 1001.6 A Me hee re LN EES auAe MA i o—] etal e aterav ere a eT Diet e\s cab ed, eee eras a aS Magne a cn pcs were alae weiss certs i a aE ess ek ee ee . UAE AK t—T I eee eeeee ewer eee, ete al Memmy Meares ‘eiexa/lete tie SSS ee) a See te creer SE. eel eum 6 eer! aelle | ee rn or LICE ea ° U0JSUIYSe MA oh Te I I I ee 6 6 Palece, ~—I ~—I 6,056 ee).68 “| eee ees ¢ re Pe Oe ue ey oF yy Se . 194s1) o- mee I +—7—I I CC shes ee = “sie 6 ee eee . . . eee eee Z Ag? 9.10 O1e, Oe ewe 69° 6" ele nie eu. ore . 19181) ~7—I Z—I i ee eee ° Sieverstavteraee Uietss cue e.” YT OS Se 6 Aes Om = Ole eecele 2 se CAMO Oe i 16 wim tetera eee eee S CS. S pe Le Ow 6 alee ere te Ts Me . JOUIIME’T 1S I I See GTC!) wi eR Cee Ok em ice ww 6, OL Od eee 6 lees os a oe le. Oley wearer | “ae ceyiw: ere © vam + Cie #0 & 6s 0 a5 0.08 6s © 8 . Q0UdIME’T 1S Biase iw «6.6 ~—I e@e¢se 6 ee see ewes eee ee ewe Pe a ROT eee eee eee eee cee eee eeeeee 56 ee o) > Gime we e868) Shere peuet ena’ puepyooyy ¢—I '—Z—I PROvEL SLO LM CKe) mS 6. Oreo. 84 GH Wea NEree. ofS legs ~ TORs ee eter a. «ee erate. MN welane.o, enero nie arene une Co tage Debs See EONS I oe Ee 039810 I b—I Jip Pg I lg RTE OE age GE LCi Me SACO EC CTS Seah BOC TC Ge ig Nee a ne ee ee ee 03asiO I $—I $—I Ween e © | gaa e buen le Ke . dieuen se) Cel | 6.0 oralema . I Oxo 0 bv e.& 6 © © a vl ershe wal eer arene . o11ejUO 7—I ~—I SS eee eS ee ae Se, Oe We | oe Ae eae S 0 «6 ) i) Mekeetnt ets ere eee Gs SO G04 6) e108 I ee eee eee reer e ween woe oe esepuougdg I Z—I I ~—I I I eee eee Ceeste jj €6 ve» 6 + Sle ©. 06 6.0 5.6 © © 0 G00) 010 6 bs 6 . eplouQ c—I ~—I 2 6 Oe a ele) ea) ee Og) Sw eevee ele ete - las wise Veena tale) ¢6r 6 . . . I @ 6) 6) 6.00! su bs 6 61s. 6 016) 6 6.0.5 . eplsuO I I Z——[T tees eet rey @bue le ber & W fala eh 6s alasetetere . aren rc Ce rte ns aia eigen ae * vaiezein b 7—I Z Ce COS ie Se ee ee ON ee eae mh a ee ke at | 6 RRO eia ¢ B60 6 88 08 66 6 a 0 6 be 6.0 © . . SIMO’T I $—I Cw Mt Me eg Sue ers oe Reale yee Oe) ee bees om OM onetsl whens eee eee eeeeee I mle ie) ede, ee eee renee SIMO'T +—7—I t—I +—7Z—I . see 6 Pr OTe. 6 Se a eS Se ae ean le OPeere se = iS Cs oS . + © 0 6 © © 6 e.6 6 Bs e's 6 6’ & eee JOWIIYII 2.8 OAs? 2a C1 ere ee eee ore ee eee POS: & Oe, oie @, O18 ee 8 oeeenee oeee ee oer ewe ¢ 62.24 C29 © Cb .6 Uw @ 8 a $16 ee 2 TOUT IO $—Z I ~—I eee eeere oor eeeee eoreere . ° er eeee eoeee ¢ aye ere” Clary? my ee ue wer on he Ue iy Ue susaIN b—Z +—Z ah 6 oe. © 6 Cee Slee eus’ Sele) a emave a ayvscere nee erel) . | so exevelenae BP 9 ge.e.n. 0/6 . + Uishe se 6) @ a.ee.0 68 S, efel = see ee wee ay o'¢ €.8 ee w te I I b eee eens eee eee ee . a ee o 6 a eee Z ee ) uojuly) CS. FS. .@) 6 @ I I IT A CR Ore Cee. ARTS ASSO eT 6 ye yee 6 ee I I IT ee ee e439 5 650008 © & eeoenereee uo UTT) eeee er: I +—I eoeee a met ey hme eC eee eene . eee eee ee . . ¢ SA eee SSS hastens @ @e, 6 ° osueusyy) c I I I ere eee Oe” Cee ee wesneee © « a 6 ee 6 ¢ Ce see ewer . enbneyney) Ss sew sb 0 © fi $-—] b—Z—I eee eee ee aes, — “ @ peteta oye &. Se oe see i oo eis 0.010% Z « we .6.\0, Ove Ow ete eo 2.0 8 6) Sun © enbneyney) e-—T — 7—I $ Z a pie adumirw aeyene. aa wie ln rs e e ¢ s 6 a0 8 6S © 6s 6 6 se eS °. snsneie}yeg . ereeee b +—Z ore.» ose 2 ee 8 Sie) OO Cee Se 6 8 eee ee en al ee S42.) 2s 8 6 ae Z 6.6.6 6.0 0 0, ca, 60. 0 © Ge « 6 & . sn3neie}yeg I I © ue) eXee oe e fF oeoeeeeee IT . . o- . ° ‘ew ele eee 2 oe . a4 elawtal. —~ Sew 6b wie tree me ecele 0676 a. 0 ee ° sm00I ee ee +—I $ ~—I ore eeeee eee ee Me Ss, Da Sees SYJUOUL squrodg ut WD+ aAOIS Ut UWD+) sjooyos 42YIDIJ-JUC) VAs “ % b cn 9 Le £ ce 8 Gal ¢ he I SYJUOU squrog Ut UID) aA40I9S Ut UAD+) SLIYIDAY BAOUL 40 ANO LT mers oe V4 3° c= rae 6 ae | al Bs L O'T 8 Fak 9 8° % ie % Le Al 9° % T SYJMOUW squtog SY quo ‘squrog ut uD 9409S ut UID a40IS ur WDD ut WD) SJOOYIS AAYIDAY sjooyos -I9AY [ PUD OA2T AIYIDIJ-3UO uolsusyeidwui0d ‘JUSTSAZTYIe TOOYIS JO sy}UOW UT pue s}uIOd 9100s UI UMOYS oie sues oyt, ‘Jooyss jo edd} yove Io sapeis Aq pastasy 3sa], Suipeoy jus[Ig poziprepueig soruOy ey} UO epeur suTen Q 1AVI, . OtrmOr.cd 10 THE UNIVERSITY OF THE STATE OF NEW YORK Comparison of One, Two and Three, and Four or More Teacher Schools for 1924 Tables 7 and 8, which are graphically represented by figures 3 and 41, show the comparison between the different types of schools by grades for comprehension and rate in 1924, and a comparison of these with the grade norms. These comparisons correspond to those made on pages 6-9 in Bulletin 798. With the exception of the eighth grade, the graded village schools obtained higher average scores than did the two and three-teacher schools and these in turn obtained higher average scores than did the one-teacher schools. These differences interpreted in terms of months of school Comparison of Reading Achievement of One-teacher, Two and Three-teacher and Graded Village Schools in 1924 by Average Scores for Each Grade TABLE 7 Comprehension No. of No. of Average scores for grades Type of school districts pupils 3 4 i 8 One-teacher” <7. =... 37 7912 Bes) 6.4 8.6 10.8 11.9 ale}. Jal Two and three-teacher 25 2254 4.9 6.9 io) al Vibe ak 1222 PA Fi Four or more teachers 24 3432 Sar 8.6 10.6 ial US TAS: IES Norms: cae ete Pei eet eieacts 6.0 9.0 10.6 1250 13.6 14.6 No. points one-teacher schools fell below wgilebers ech Gace asco comcoc ets diz 2.0 el 1.4 .6 TABLE 8 Rate Noo) YNio: of; Average scores for grades Type of school districts pupils 3) 4 5 6 8 One-teacher ~..5.5 > Bf 7904 HS 103.0 TOF A 148.0 15320 163.6 Two and three-teacher 25 2308 OGncr LOZ aD 130.2 15182) L65n0m 170R0 Four or more teachers 2 3314 90.0 124.0 148.4 163.5 165.8 174.8 INOFINS 7 se eusre cel ee ee rs coh oe eee eee: 1100 tS Orme 15.55.05 e730 eet SOc 0 mmm Olen) No. points one-teacher schools fell below walibeteecaileelky data wonace® law atot MGS 2130 29.23 15)..5 125 i achievement for each grade are given in table 9. In ten out of sixteen cases, the differences between the several types of schools are more than 6 months of school achievement. The differences in reading ability, both in rate and comprehension, between the different types of schools are on the whole larger than the gains made by these schools in a year. The differences between the average scores of the graded village and the one-teacher schools would be the equivalent of a year’s school work in reading — almost 3 times the average gain made by the grades of the several types of schools. This means that if the four or more teacher schools made no improve- 1 See pages 22 and 23. ONE YEAR’S READING PROGRESS 11 ment and the one-teacher schools improved at the rate indicated in table 6, it would take the latter schools more than 2 years to attain the present reading status of the four or more teacher schools. The last two lines in each part of the summary table (pages 24-29) show the variation of the same grade in various districts in terms of months of reading achievement as measured by the Monroe Standardized Silent Reading Test Revised. The first of these two rows of figures shows the differences between the district having the lowest average and the district having the highest average in the same grade, the differences being given as months of reading achieve- ment. Thus there is a difference of 8.5 months (almost a school year) in comprehension between the third grade of the poorest and best districts in one-teacher schools, and a difference of 21 months (2 school years) in rate. The differences vary from 814 months TABLE 9 Difference between average grade scores on the Monroe Standardized Silent Reading Test Revised for the different types of schools in terms of months of school work Comprehension Rate No. of months’ achievement by which No. of months’ achievement by which Four or more Four or more Two and three- teacher schools Two and three- teacher schools schools exceed exceed two and schools exceed exceed two and one-teacher three-teacher one-teacher three-teacher Grade schools schools schools schools SVR Oke EE 2u 4 4 1 A etene o 3 oY 2 8 Sih oe ee 3% 11 4% 7 Si Se 0 Se 2 6 3 10 71 ee A ee ee 2% 9 8% WA Se aise, ste —3 12% 8 —3i4 to 69 months in comprehension and from 19 months to 72 months in rate. These differences are only approximations and many of them are too high. Still they are quite significant. On the whole the best district averages about 3 grades better in comprehension and about 4 grades better in rate than the poorest district. The last line on each page of the summary table gives similar data for the range of reading achievement necessary to include the middle 50 per cent of the districts in each grade for each type of school. Comparison of Schools That Gave Test in Both 1923 and 1924 Up to this point the comparison and gains considered have been for all schools that gave the Monroe Standardized Silent Reading Test Revised in 1924. From these were chosen the records of schools that had given the test in 1923 as well as in 1924. Table 10 includes data for these latter schools. It shows the gains made by grades for all such schools combined. It should be noted that 1 THE UNIVERSITY OF THE STATE OF NEW YORK these comparisons do not hold for the same children for both years. The comparisons are made solely for those classes which appeared in the records of both years. Thus the eighth grade in School X is composed this year largely of the children who were in grade 7 of that school last year. Table 10 gives, for instance, the compar- ison of last year’s eighth grade classes with this year’s eighth grade classes, last year’s seventh grade class with this year’s seventh grade classes etc., in those schools that administered the test both years. The table is interpreted in the following manner: The third grade classes in those one-teacher schools that took the Monroe Standard- ized Silent Reading Test Revised both years gained .3 of a point or three-fourths of a month’s school achievement in comprehension and 4.5 points or 1.3 months of school achievement in rate. In like manner the eighth grade classes, of those graded village schools that participated in the 1923 study as well as the present one gained 1 point or 8.3 months of school achievement in comprehension, and 17.4 points or 10.9 months of school achievement in rate. There are, in all, thirty-six instances of the status of school grades shown in table 10. Of these only four represent losses ranging from .9 of a month to 3% months. All losses are in rate of reading. Eight of the gains in comprehension and seven of the gains in rate exceed 5 months or one-half of a year of school achieve- ment. On the whole the upper grades gained more than the lower. The one-teacher schools made the largest gain, averaging roughly about 5 months’ gain to a grade; the four or more teacher schools average about 4 months’ gain to a grade and the two and three- teacher schools average about 3 months’ gain to a grade. Assuming that the difference between the graded village and one-teacher schools averages about 10 months or an equivalent of a school year, as is the case with all the schools in this study (see page 6), table 10 bears out the statement made above; namely, that it would take the one-teacher schools 2 years to catch up to the present reading status of the four or more teacher schools. It should be pointed out that an average gain does not imply that all the schools involved made gains. Summary tables 18-22 in the appendix show this cledrive (See "pages Ol cid mays | In addition to the Monroe test the following tests were given in several of the supervisory districts in one-teacher schools only; the Thorndike-McCall Reading Scale, the Burgess Scale for Measuring Ability in Silent Reading, the Chapman-Cook Speed Reading Test. The first two of these measure comprehension and the last rate of reading. ty ONE YEAR’S READING PROGRESS £"3-- O°I+ €°s+ We Se £°9+ Bt =F or ig » as ee o°S+- a y°9+ oor Oa Giz ocr Let OAD = oS | ahem oe ess ad |e 1°9+ ob Soe oon 1 Aes 6°€-+ ket Ue fer hs tall oe | pel a fe Wag oe OS ag SYqUOM squrog SYquomM squrodg SYQUOU squr0g ut wp BAOIS ut UID) 9409S ut WD 9409S ut UD ut WD Ut UID+) SAIYIVI4 SJOOYIS 4IYIDIY sjooyos -99AY} PUD ON2 J. uolsusysidw0,d IAOUL AO ANO LT 49Y2034-3U0Q ul uMOYS oie sules su, 6°0I+ P Ling oA ae tl est bv OI+ CeCe Vane a Cb ae ge Sar 63 ates SYQUoUL squrog ut UID) 9409S ut UID) SAIYIDAY a40UL 40 ANOLT c2°st+ sit i is Oe Oc 049 +r SAS Seam [38 oe Pace Sa eect oe Ae SYQUOU syurog Ut UID) as4OIS Ut UID) SJOOYIS AaYIDAY -994Y4 PUD OM I, oe 6°8+ dis be os 924" AA SS ei mF ala Se Eee 6. co 7 eer ct ie it die SYquUOU squrodg Ut UID) a409S ut UID) sjooyos 494 I094-2UO eee reese ree eae 6 ew A, 0's +68 > 6 whe eee ewe 216.6 e 2 @ 6 IpDA+y ‘JUDUIDASIYIE [OOYIS JO sy}UOW UT puke sj}UIOd 9100s “yC-EZ6I ~PUB EZ-ZZ6T Ul 389} 94} YOO} }eY} S[OOYIS s8eI[IA papeis pue ‘1949e9}-9914} pue OM} “J9Y9"d}-9U0 BSOY} UI pastAsy 3S, SUIPPaY USTIG pezIpslepue}g soIUOPY 94} UO UOISUaYyasduIOD puke 9}e1 UI ape sUTeyH OI A1av ype 14 THE UNIVERSITY OF THE STATE OF NEW YORK Since the number of cases for each of these tests is too small to be representative of the groups in which they are included, the results of these tests are presented on page 30 in summary form. To the summary is added the average score for each grade as well as the 1923 averages. Summary The reading situation in the rural and village schools of New York State may be summed up in the following statements: 1 The graded village schools rank higher on standardized reading tests than do the two and three-teacher schools and these rank higher than do the one-teacher schools. . 2 The graded village schools are on the average about a year further advanced in reading achievement than are the one-teacher schools. 3 The gain made in reading ability, as measured by the Monroe Standardized Silent Reading Test Revised between 1923 and 1924, averages about 314 months a grade. The greatest gains were made by the four-teacher schools (about one-half of a school year), and the least by the two and three-teacher schools (about 2 months). 4 The upper grades gained more than the lower grades on the average. 5 There is a very wide variation in the average scores made by grades in different districts, the third grade score in one district being as high as the fifth grade score in another district. This situ- ation is not uncommon. 6 The record of gains made by the schools in which the Monroe test was given both years corroborates the conclusions drawn from the record of gains made for all districts that participated in either the 1923 or 1924 study. 7 It is uniformly true that the status of the classes of all types of schools in rate of reading is lower than in comprehension and the gains made in rate are on the whole not as great as those made in comprehension. 8 The differences between the same grades of different types of schools are much greater than the gains made by the corresponding grades. In other words the variations in reading achievement noted in the 1923 study are hardly being diminished. 9 It is not possible from the data alone to suggest causes for the gains except perhaps that local conditions, which can hardly be objectively determined, have exerted their influence. ONE YEAR’S READING PROGRESS 15 10 The differences within each grade in reading ability between the poorest and best districts, averages about 3 grades of reading achievement in comprehension and about 4 grades in rate. It may be added in conclusion that the rural schools have on the whole made a gain in reading between 1923 and 1924. Still the grade status for the State as a whole is appreciably below the grade norms. This is particularly so in rate. Greater stress should be put on rate in teaching reading. Effort should still be exerted in all phases of reading, however, until the grade norms will be exceeded. It is not the purpose of this report to offer remedies, but reference may be made to the University of the State of New York Bulletin 803, Suggestions for Teaching Silent Reading. 16 THE UNIVERSITY OF THE STATE OF NEW YORK APPENDIX Score —--1924 —-—1923 Yiorm Figure l-a Average comprehension scores for Monroe Silent Reading Test Revised in 1923 and 1924 for one-teacher schools ONE YEAR’S READING PROGRESS 17 Seore Norm Grades —-— 1924. —-— 1923 Figure 1-b Average comprehension scores for Monroe Silent Reading Test Revised in 1923 and 1924 for two and three-teacher schools 18 THE UNIVERSITY OF THE STATE OF NEW YORK Ww T ad ea or. Yiorm Grades —--1924 —-— 1923 Figure l-c Average comprehension scores for Monroe Silent Reading Test Revised in 1923 and 1924 for four-teacher schools ONE YEAR'S READING PROGRESS 19 —— {lori Grades ---1924 — — 1923 Figure 2-a Average rate scores for Monroe Silent Reading Test Revised in 1923 and 1924 for one-teacher schools 20 THE UNIVERSITY OF THE STATE OF NEW YORK WwW —— Norm Grades —-- 1924 —-—1923 Figure 2-b Average rate scores for Monroe Silent Reading Test Revised in 1923 and 1924 for two and three-teacher schools ONE YEAR’S READING PROGRESS Zi Herms Grades —=~{924 —-—1923 Figure 2-c Average rate scores for Monroe Silent Reading Test Revised in 1923 and 1924 for four-teacher schools p> THE UNIVERSITY OF THE STATE OF NEW YORK Grades Ylorm ---— 4Teacher — —2-3leacher__ -— Ateacher Figure 3 Average comprehension scores for Monroe Silent Reading Test Revised for each type of rural school in 1924 ONE YEAR’S READING PROGRESS 23 Grades Norm -———dteacher uo» ——23leacher —_.__ Ateacher Figure 4 Average rate scores for Monroe Silent Reading Test Revised for each type of rural school in 1924 THE UNIVERSITY OF THE STATE OF NEW YORK 24 “WMO TFOMMNNASPFAADWMOHDOONMNMA MARNANAMTON Ce lee) eae een a eee we Oe he, eer oe SS HA HOMMNMBROONMANNRONMAT ot ed ed ed eet ee et te es ss) ee ese st es et st es et NM DOAMANANANAOr eriririri ri rir eee 0°83 0°83 0°6 ove O°SE 0°92 0°0€ oS ysoqsiy pure S*cl O°TT S°6 S°Z 8°Or 9°38 ak, 6°¢ cl6Z 2 ut 9°6 ae vy ces be. EEL 8°6 Lies 8°P 99€ oy 6°SI SI oc Oi Sse seuse ese s eee 061 GC 6°6 v8 oe $4°¢ Sle eel g MAT o 9 sae 559s ts Sip ovis hel Tarte ey mie ele aloe: bis Wi WSiaral = is Obie rea <\o'0 9 0k 2 Sie ae e6 5 ie Shere aaa eo €.6 8 2 86 8 Oe, 2 & Oe UO 6.2 ee uo July) SRST AG are o-s © > vias wi aeib Saar neeS © 0. © 2 \e%8 a © 0 60) & 6 ee 6 66 Ss osurusyy) ©: 650) ite Les One 6) See oe oe enbnejney) O'S & 6 60 @ @ 808) 6.0. 9 6 a2 enbneyney) See « «8 246 & 6 6 6B Rlen sn3neie}ed og)s ApS NE eye ss © 9 08 em OTRO IEE Pe OTe a Re ee Auvsaq[Vv 0 6 4. 8 Oe @ B16 © 8 O60 bert 6 a HS Auess][V O66 VRAD Te Se Ce Oe 8 6 ee Aueq iy spidn¢ qsaq fo aqvq 49144847 «yunoy . . . . . . . . . . . . . . . . . a eo ) > oe a + ise) N fal iss) = t \o es bh < AAMAEAMMANANMYMMYTAMAPAAMOTMAANTONMNYMAANANYS S[OOYIS WIOOI-2u0 — 9}k81— Sa], SUIPeIY JUIIG VOIUO| J99q4g AreUIUINS pl AIavyE THE UNIVERSITY OF THE STATE OF NEW YORK 28 O'rt 0°OT 0°e9 O° ve O°SZT 0°O9T 8° Ist c’Oet 9° 6£T £°86 Test he a 8°9OST 6° Eel 8° 6ST 0° Ler 0° 6ST Pst c c9t b°O9T c°ecel S*6IT oc hPl S6°cel 8° SSI €° cst rAd! £°6Il PeLst co’ Lel 5” 691 c°6c1 Cc 6bl eau oc st oe T‘8¢T 6°8IT 0°69T eed: ES Sol S°Lbl iota sled CHP L°0ZT c' vel O°IST T°OST Satot S*OvI S*P9T c 6cr c°Oel ESorL pb a! vb St L° Ltt 9°¢0T y°Ist ag Han 9 S sappsb Kq Sasors abvsanpy S[OOYIS WIOOI-9914} pue OM}J—9}eI— SI], BuIpeay JUIIG voIUO| JooYS AreurUINS O°TT 0°8P O'Prel c°Z0r 0°9S Leovt 6°76 LMI 9° POL BCT CSCC b’Prt 9°cOr 629TT SEPLE 6'T0T c +6 co 6cT ORocL Ses. 8° SOT 0°T0T EsOSE 6° 9TT 6° 9CT 0O°SZ ZaLOr 8° SOT 0°S6 b ee ee eee eee eee rere eee eer essere eeeneeee see eee eeeeeeeeseerevne® SOBPIDAR jo quad Jad Q¢ 2[pplu apnyour 0} Aressao9u (JUSUTBADTYOR [OOYDS JO) sy UO! eee ee ee eee eee eee ee eee e eee eee ee eeeeeeeeseeseeeeeeereeseeeeses SISPIDAR JS9MOT UddAMjoq BoUdIIYIP (JUSIAIYOe JooYyDS Jo) sy UOT], CI TaN ial ia ct Ala Na) 2 IO COC ae YEO OCS Ont Sn Ti ON Cat ae YD jo pus toy SUIION ysoqsiq pue 807 79 ae 19 re 69 ees b6L i. 162 ts ar coe oT os Og See ell Roe b0Z es cg Ee + ae re ne 91 ia 6G or OZT eis oF a5 8Z1 ahs 09 cog 611 ay 8S : Zel ee of er PIT +s lel ois OLT ee spgng {0 °ON Cl alavy, eeeree . * oun{ Ayenue( Arenue { ** yore eee ounf qsaqz fo a30q 9¢ ANTOMANTNA MAMNTNLTMOMT MMT 491.4990(T . ttt e eee eee eeeerpoT ms COT Fa @.0),0.0) O10, 6110, 850 8s 6 8 Be duAe AA creer ee eee eee ewes JuAe AA settee eee eeeeees AaIgTA oe cots Fal sereeeeeeeesees ygqnagg uaqna}sS oO ¢. €& 6 6 t's © 6 6 6 4 'e JaptAnyoS eee eee eee enone BSB0O}LICS tt eeeeeeeesese Durer y Oe ©) @.0 0 « © 666 bs, ane ve 039510 esepuoug stteeeeeeeeeeees eprang “++ eprauQ ** BIeBPIN st eeeeeereeseees srmary tee eeeeeeeeee JoumMIOpT sete eeeeeeeees JoumTyIOA vee eee eeeereee gyQQ9IK sete tees eee eeeeeee ott ee enbneyney) ee snsneie}yed aTenn ele @1e.s sheik snsneieyed @, 6. 0, 6.8 © (ese ree, © ere Aueso[[V eee eee ee eee eee Aues3[[V POSSE IES IEE EIS BITTY AS «yunoy . . . . . . . . . . . . . ONE YEAR’S READING PROGRESS Goat 0°?Z O°SZT Sot L°v9T 6°S9T ¢°S8t AE T°T9r GECLE 0°?28I c bbl T 991 SAS | esc 8° £12 PcOr ¢°¢eor CASE ¢°O8T 9°09T EOSE b°8sT CPST 6:90r c°6eT c°rst 9 sapvsb fq sasors abvsanapy 0°OT O're 0°09T b°Sbrl c Ist 8°9ST 0° 6ST c° Ler 9° LET 9°9bT $6°c9T oS. 9Lt 9°9CT S°*8rI €°90T S°cs8r v°OSsT 6° bel L°vst 9° LPT T° 80. 6°0ceT VEEGL O°SPT cee eee 6°8cI oeeeree S$ © 6 SNe, 6.618) SiR 56 6 eR 68 O. Ss ee et es 2 ee les. 6 6. e 64 88 6 OLA eee 0 WF 6. & Bes 6 8 8 6 1e SIBEIIAR JO quad Jad Q¢ app apnypour 03 Aressad9u (JUSUTOASTYOe JOOYOS Jo) syJUOTT SO (SOKO OP OLE © 68: O00) Ey'@ 00.6 /e) 008 -@"'e OTE 6 2 0606 6 6, Clee tele BS: O60 Cy + a) 60 8b 6R SOBPIDAR ysoysty pue 4SIMOT UddIMJoq IoUdIIIp (JUsWaAITYOR JOOYDS JO) sy UOT WENEE SegeL eel SYSk0 18 iST0 6) M18 6/8. '9iCL 8: ese ye areNaaaie) lswaise shells a s' he aaa ES ye jo pus Io} SUIIO NT ples SZ EES 0D C67c eoeoer eee e eee ere ene ACN teh § a 8.6 655 5S. © 0 Ue 6 0 ete bs: oun { SOL oereer eee eee ewe ee Judy 6SI oe eee ee eee eerene ACW 99¢ eee er ee w wees Aienue( Z9 S597 9 enema “GOAT LE Pr 8672 ee [lidy Ler eoree eee eee eeeree sunt 26 | oun{ VA e © @ © Sele he « 8 ereLe © ARIN +8 ey ACN Sr eer eee eee ee eene oun[ 16 ore eer eee eee eeee APTI L7ZZ ereer eee eee eeeee ACTIN AWA Ce sunt V6 ore ee eee eres ees oun oF S8Z eee rere reer eeee [iidy 61Z S96 6 'e © 4° 0.0 ae 6) (6 ew [iudy 0Z Rei ee Se Te AT 992 eee eee eee ew ene APTN IZ Se. (6, & 01/6). 0) wre 0.016 fe yore yw KA eee wr eee ee eeenee [idy 689 2.0.0 68166 0.6 6 0) 6 0.8 6 8 @ eS JUAE MA e+ sie ees ei mee ss none TO) a Kiev uae Ene ee ct 6 0.69 6 2 66 6s wo 6 su1ydwo J, , ghar eraser nt ta tate WAGE RT oe Ra Rc C6 0.9 2s Cine © 6.6 20,6 Ge Bue JapAnyos purppooy 2.0.6. we 6. @ o'R. B18, 018) 2.4.6 6 eee 039810 P.© 6 6 @.0e°6 Cis se s @ ef e.6 @€ 6 8 tn © 039810 FU a Re Sere terete odes Spee Ses eae ae niles Pond tr eae ane meee Gi hoc ng ples «oie Serenata ee i : ne 9UVIIN) frags ea tah oo s'e: @ 6 Ge 6 6 Swe 8 Oe Ae osueusyy) Sees DE Ce Gis oS Bw Ss enbnejneyq) 6, 6) 2 BM 8.86 676 8 8) ae e & snsneieq}yed Ce snsneiejyed ae Se caren arr tee a TeI0.L 0°Ss ¢°0s O'S CO 16Z ooeeer eer eee eee ee oun [ Z 6.06 6 © 6.6 66.8 (6 Gje) 8.60 6 6 0 ars © S soye x 0° 6r 0°9r 0°?r OLE g9¢ eee ee ee eee oD Ce 6 eun{ 9 Seeoeoeeeaeeeteeees es 6 JoUdIMe’T S$ Geng SOF O° Prt Hels brl cee eee were ee eee APW Z tS uae ae on aed) C°Sr ¢'SP o's¢ o°9¢s ZLE eceresnenvnecesoesn ACW I @ eele se 0 © 6 0 «5 © eee eeee . esncey) 9 ¢ f is spigndg qsaq fo ajvq 4IVA4SUT ayunoy sapvay fO ‘ON SdIOIS J IRIDAV sjooyos 19t9e9}-9uU0 — UOISUsYIIdUIOD — a[BOG SuIpesy T[POIA-oxIpusoyyL O° CT eae $'°3 eee eee eve Price Sire ec 6.600, ous. s) Le 6 Pe OES at 2) OER A aes oe Se Te Gab EB Lae) ‘ady) SUIION 0°21 LOL 0°8 5. ne sala (ole) ce 8sI SRO SCA CRON a chan ONO ‘lady ¢ cote aleve) se aela wialete «sl elsme oe esnkey 9 ¢ t ¢ spidnd¢ qsaq fo ajDq 42144817 «yunoy Sapvsy fO ‘ON S[OOYIS Jayoere}-9u0 —}jsa], Sulpeay jo paadg yood-ueurdey) Z°6 CUs9 Glas Gc eee ewe ew eee eens 2 00 @ 0 0.9) 4.0 881.6) 8 6.0 8La ® eoeeee oo ease ence AE? TAT 10} SULIO NT Cg Z°9 I's o'¢ 902 ¢ Orns tit on op 8°8 ‘see $'9 On, o¢ee oO. 6 © ew Bie e) ie, Oe! (8.8 ACN I oo eee ee eer ere eeeree U0BUIYSE MA ES ¢°9 6° $s 6°72 @ @\:0) 8 £16 6 0 16/96 ‘6. 66 ACN ¢ © 6.18 () #60: 8) Be) @) 6.0 (6. 6.66 Oe 0.88.8 sIMo'T Qua 8°S lv eee eee ee LEI eee eee eee ee ene ACIN ¢ eoreereeeeeee eer ee ee eeee eee aig 9 ; G a ¢ spidndg qsaqz fo a40q JIVAISUT «yunoy sapvay f0 “ON S]OOYDS Jaydee}-9u0 — }saJ, SuIpeay JWOIg ssoding PZ6[ UL S}S9} 94} DALS EY} S}OII}JSIP 9SOY} IO} Sapeis Aq JIODS sseIDAY ZI @IAV EL ONE YEAR’S READING PROGRESS 31 TABLE 18 Comprehension — one-teacher schools The following table presents the gain, by grades and by supervisory district, made in each type of school in those schools that gave the Monroe Silent Reading Test in 1923 and again in 1924. This table includes data only for those schools that gave the test both years. Tables 11 to 16 inclusive present data for all schools that gave the test in 1924 alone. Gains made by arenes 5 County District 3 4 ‘i 8 A TI@RAN Ymca cls ss, afer os 1 02 +1.7 +1.3 +1.4 — .5 ais PAN EGAN Vinee ciolevns soe 6 CW eee CR errs? Wome, ok To fp. ode ae —1.3 ae» 1 — .3 + .4 +1.05 + .3 — .4 + .7 Ontariowecc me ties: cI AT WER ee — .6 +1.75 +2.6 +4.4 +1.2 StelLawrence:...:.o- 5 — .5 + .8 + .7 41.5 +1.3 +1.9 Schuyler Cerseaters 2 ort 2 + .4 +1.2 + .8 +1.0 — .3 + .5 chomipkinsaee kien. cote 1 — .2 + .6 + .9 — .2 +1.9 + .6 Dlsteras. a. ee 2 +3.0 + .6 — .8 +1.1 —6.2 +5.2 UE Pe Ne ee es Orie Passe burrs +1.0 — .6 + .5 — .5 +2.2 average: Gait. Oss 2 ssi: + .3 + .7 +1.1 +1.0 + .6 + .8 TABLE 19 Comprehension — two and three-teacher schools The following table presents the gain, by grades and by supervisory district, made in each type of school in those schools that gave the Monroe Silent Reading Test in 1923 and again in 1924. This table includes data only for those schools that gave the test both years. Tables 11 to 16 inclusive present data for all schools that gave the test in 1924 alone. Gains made by grades County District =) 4 5 6 7 8 Al Datyie totes as cons 1 +1.6 — .1 — .2 +2.1 +1.4 +1.2 INE Sativeree Seine oo. 1 —1.2 — .2 — .2 —2.2 — .3 —1.6 Pea a a Pergo Hts 3 +4.8 SiGe bel te MRM Poe oc as eon hy: to ee toes Catltaraucus iit. ce) eer + .2 +1.1 +1.6 + .1 +1.1 (GEEPNETLY Risen nae & +2.4 — .8 — .7 —1.5 =fah Sur ny Weetiotoncuel e Onoudacitwr. nee. oes 1 + .5 — .8 —4.5 — .9 —3.9 42.3 Rockland syria ele 5 ie +2.7 +1.0 + .9 +1.4 +1.5 + .9 SGDUyletE fos a. see 2 —1.1 +3.5 +2.6 +1.3 — .3 +1.1 ONC mee Cicg eeae ae 3 —1.7 +1.0 + .6 + .4 + .2 -+2.0 AVeTAge! SAIN ..6 b cea.. 6 «2 + .44 + .37 + .26 + .15 + .31 =+1.02 -TABLE 20 Comprehension — four-teacher schools The following table presents the gain, by grades and by supervisory district, made in each type of school in those schools that gave the Monroe Silent Reading Test in 1923 and again in 1924. This table includes data only for those schools that gave the test both years. Tables 11 to 16 inclusive present data for all schools that gave the test in 1924 alone. Gains made by grades Sy) County District 3 6 ve 8 PAA TAVE ches te fp, o as il TY oad) Ae hs aie’, Pea See + .8 + .9 + .4 PANES ATFY cep aie plae oss <2 + 1 —2.1 +2.0 +1.7 —3.5 +1.7 + .6 PATLCRATW oP cielorensia x. < « 3 = iy eeu) aa dda by aa barat ore — .4 + .7 Me TATION ote tees \cis 3 — .5 +1.1 —2.5 —1.5 — .3 — .8 OCI Sten dare orets, 5. «cso 4 + .8 +2.1 +2.8 +2.0 +1.4 +2.4 Ege 5iCy oe Rea 3 +2.3 -+3.4 +1.8 +2.5 +1.3 + .8 IOC lagiCtl. «seas ae — .7 — .2 + .1 42.3 + .1 + .8 mE CUISV Leta yee oye. 5) 9 « 2 +1.2 + .3 —1.2 +1.6 —1.8 + .3 PLOMIPKITIS Ty sinh) sie} 1 —1.5 a) + .4 + .1 — .l +3.3 | | oS a | a ot. \o of w& Ag = IANETADEEPAIN 6... «core INN 32 THE UNIVERSITY OF THE STATE OF NEW YORK TABLE 21 Rate — one-teacher schools The following table presents the gain, by grades and by supervisory district, made in each type of school and in those schools that gave the Monroe Silent Reading Test in 1923 and again in rae This table includes data only for those schools that gave the a at years. Tables 11 to 16 inclusive present data for all schools tha the test in 1924 alone. G BS by Abt County Distr ict 3 ary 7 8 Allegany ....7... Se Gd : 4\0 23.1 : BS “ 8. 1.2 108g Allegany Mya needes ae 3 \\ ap ate Sess 33) See —21.7 @attaraugus wane deers 4 \ 6.6 14 ¢ (OS oes cbe. oka ee ee Ghenanvoag tase. + «5.6 3 +14.4 ty +24.1 Sel +20.4 =+42.3 Clintonmbe stereo vte cee 1 —14 i+ 6 rie 9 W 0.94 —10.6 —15.3 Greene a. Seis. . bss 3)= aL i7 it tale +43.5\ L280... 20.7 eel WE Wis: 2. Oe Mes Weare 1 — 4.3 +10.9 0 TO“ +23.2 + 3.3 — 1.57 INGO ATA aes ae sta «is ete 3 + 5.45 — 4X +39.0 +14.7 +15.4 =+14.0 Qnondaga’!...%..... 1 —8.8 a . + .246 — .5 —5.1 -+12.0 ONTATIO rete eiely seeks 1 — : + 1.9 +18.2 +50.6 +31.0 St ‘Eawrence. 5.6.5... 5 +14.8 +10.0 +19.6 +25.3 +16.3 Schoyler ho .s eh 2 4Mh3 (18,8 44.7 2 Re Ogee a ‘Lompkins. i.) 2 .ic'5 2 i — 1.9 — 9.7 + 3.0 — .l +17.0 +13.6 IGLECESs., Sea es 8s 2 +28.6 — 3.1 + 1.3 +19.4 —37.5 +85.9 PI StRCT Chak en sos x PED | yee oe + 7.7 —27.2 — 7.8 —13.0 -+19.6 PA Vetage (Palin. ve scien. + 4.5 + 5.7 + 8.8 +10.96 +12.2 +14.2 TABLE 22 Rate — two and three-teacher schools The following table presents the gain, by grades and by supervisory district, made in each type of school in those schools that gave the Monroe Silent Reading Test in 1923 and again in 1924. This table includes data only for those schools that gave the test both years. Tables 11 to 16 inclusive present data for all schools that gave the test in 1924 alone. Gains made by grades County District 3 4 5 6 7 Si PAMANY: oy Wes paste vaio ore 1 44.6.0 —34.6 —17.0 +19.0 +10.9 —15.3 Allegany (eecso. oss 1 — 12.5 — 5.4 —16.2 —30.0 — 4.4 —17.4 Allesany rs sree clsc bs 3 +124.2 62.9 - Sass” Tes sieteved 2 tego Sele enn Cattaraucusse.e ces A RE aie + 4.1 + 7.5 +23.7 +13.1 +12.0 GTOCNE She tee Puke ose 3 + 41.3 —13.0 —22.5 — 1.8 + 1.2 +17.6 Onondacatane nee. 2 1 + 28.9 —11.7 —44.6 +20.3 —48.0 —21.1 Rockland ce yiet. thes. Sects + 33.9 — 3.5 + 6.7 +27 .4 +21.3 +22.5 DCHUYICLM. va, Ao oes 2 — 20.2 +33.8 + 2.35 +15.4 — 2.1 +10.2 UH Stersetec tess tite ace ote 3 — 26.9 — 6 — 7.4 te DL Re egiaie +25.5 AVeTAGer Calta fae ciel + 7.58 — 4.82 — 8.08 + 5.97 + 3.95 +13.2 TABLE 23 Rate — four-teacher schools The following table presents the gain, by grades and by supervisory district, made in each type of school in those schools that gave the Monroe Silent Reading Test in 1923 and again in 1924. This table includes data only for those schools that gave the test both years. Tables 11 to 16 inclusive present data for all schools that gave the test in 1924 alone. Gains made by grades County District 3 4 5 6 y: 8 lian ya, oom eee a ae LP aha icycleeste ge | PROP Rets at aM Pe eae +21.7 +21.0 + 9.8 Allegany -.5 site. se « 1 —33.6 +11.4 + 14.4 —21.9 +30.3 +12.7 Allewanvyileniics ce cook 3 310 0%. Yarcottats, tal Lets Sete neon +22.6 +54.5 Chenango: 084° \fan's 3 +10.2 +21.95 —40.9 —32.6 — 4.8 — 5.4 TIGN ree sae Cs aks 4 — 1.8 +13.6 + 2.0 +22.3 +16.2 +28.7 Greetiek <. va be eee 3 + 8.5 +38.3 +28.1 +35.0 +25.4 +27 .2 Rockland! 34.4 shea tate wee) 644.9 —17.5 — 9.3 — .4 — 7.5 +10.0 Schuyler fs tec... « 2 +11.9 — 7.0 + 9.55 +41.03 —23.1 + 2.2 ‘Lompkins fs wee. 1 —28.0 —20.8 — 3.1 — 2.1 + 4.4 +35.8 WAVCCALG: Palisivs ee, a — 3.1 + 6.4 — 4.1 +10.4 + 5.98 -+17.4