publishing. schoo) Public. Kl Ke we L a 9 Of survey of achievements pupils composition. English a a Awe q fit tues H THE USH OF “Tt Ni ) ata tants ast, ' ‘ F \ RS if F229 Wy " A 5) hte mb 8.2 a & ; ieee I iy 4 j { a2 ‘s nn var sa y Ms teecaill Wie Mia seth s 1 pie tewr ‘% . , en ag Seve, A, ae Me : mney. oni one fw, big won ” , e bef w ; e cn ba lt me Ve) fA) nd , i i! " iemabelie ee ate : . ONS ap ee TAT: sy , ; ‘ neal : a ; \ f ie sal a a A Ry" 14,7 ! ; 4 4 oat sd alee Aelia en te | FO rrrrne, eee MIERY AIR A RORHES ¥ : by we tid ba Parise GE she Lan, A tak Maa Aree Sha) toney ucreiies 4 p n SING COMMAN ¥ : REPORT OF THE Nation-Wide Survey of Pupils’ Achievements In English Composition THROUGH THE USE OF THE Pressey Diagnostic Tests in English Composition: (a) Capitalization, (b) Punctuation, (c) Grammar, (d) Sentence Structure. NATION-WIDE MEDIANS (OVER 130,000 PUPILS FOR EACH TEST): GRADES 7 8 ote Ci apa’ & | 12 25 percentile 15.6 17.7 18.7 19.9 20.8 21.3 Capitalization Median 18.8 20.6 21.5 22.8 23.3 23.8 75 percentile 19.2 23.2 24.0 25.3 25.4 25.7 25 percentile 7.3 9.2 10.2 12.9 14.7 16.0 Punctuation Median 10.4 12.4 14.0 17.3 19.1 20.2 75 percentile 13.1 16.8 18.3 21.3 22.7 22.5 MEDIANS FOR 300 COLLEGE FRESHMEN RR INOS Pete cs is wis pics ae 5,570 t's We ss eM viene 8 23.4 IPOH TLOU Mio keane ciclo Sate ce case wiateete alae 20.3 CSESINTIA TM ale oie Balk os 0 Peek ea audse Smee 23.3 Doncencoy Structured. jcc. lobe cas foe bei cote oheve 19.7 LOUISIANA, TEXAS, AND VIRGINIA In these states there are but seven grades before the high school—eleven grades in all. In our report the high school grades are reported as grades eight, nine, ten and eleven. However, one city in Virginia reported scores for the twelfth grade and the medians for this city for this grade are given in the tabulations. In CANADA About 200 pupils in grades seven and eight were tested in a Canadian city, with the following results: GRADE 7 GRADE 8 SPERPEMAEEECUOIS Tate wiciai wats ve de 260.0 sos 18.7 19.2 PCC LION Deceit ctere:s, choise, 6.05.6 «ers 13.2 11.9 CE ROUTE Tord op Lae ti <8 ae ee aaa 11.8 13.6 Baentence SEructure: «1.» Fe a busiss.e was o's 12.0 14.7 MEDIANS, GRADE SIX Capitalization ........ oe att anes tee pane teres 17.2 ATIC LIA GIOI ate tere a eigis Ds Suro See eed 8.9 STETLST Ne Regt oe 5 onto Pua pak = = es Pa 10.8 RiGTILOnCOm OULU CUUEC Ly pies, Shue lal cles Ss, oust aside? ¢ shel 9.4 7 8 9 10 11 12 25 percentile 9.0 10.9 12.4 146 164 18.1 Grammar Median 12.0 14.6 16.5 19.0 21.2 22.7 75 percentile 15.6 18.5 21.2 24.9 23.4 25.0 25 percentile 9.0 10.9 11.1 14.0 15.4 16.6 Sentence Structure Median 17.8 13.6 15s 617.218.6195 75 percentile 16.0 18.1 18.5 20.1 21.5 22.0 EXTENT OF THE SURVEY The survey was conducted in every state in the Union, ex- cepting Nevada and the District of Columbia. Over 300,000 pupils participated. All schools, however, did not send in their reports. Reports were received from all states, excepting Mary- land and Rhode Island. The total number of pupils’ scores re- ported is 131,858. , The participating schools were of all kinds—country schools, village, town, and city schools. In some cases all the schools of a county were tested. Thousands of pupils were tested in some of the big school systems. In one state, representative high schools of the entire state were tested by the State High School Supervisor. Schools in isolated communities, as well as schools in our largest cities, were tested—pupils of American birth and pupils of foreign birth. In fact, a greater variety of schools and pupils could not have been desired. MEDIANS FOR WHITE AND NEGRO SCHOOLS In one of the large middle-western city school systems, both the white and negro schools were tested, with the result that the white schools exceeded the negro schools by two to three points in every grade, PUBLIC SCHOOL PUBLISHING COMPANY BLOOMINGTON, ILLINOIS REPORT OF THE RETURNS FROM OVER 130,000 PUPILS FROM THE NATION-WIDE SURVEY OF ACHIEVEMENTS IN ENGLISH COMPOSITION _ CONDUCTED THROUGH THE USE OF THE PRESSEY DIAGNOSTIC TESTS IN ENGLISH COMPOSITION The great nation-wide survey of pupils’ achieve- ments in English composition has. been accomplished. Over three hundred thousand pupils participated. Of these, we have received and tabulated the scores of over a hundred and thirty thousand pupils and the results are given herewith. This survey, which was one of the greatest of its kind ever undertaken, certainly can be pronounced a success. It is not only a success because of the many states and many pupils that participated, but also be- cause of certain facts concerning the schools of the nation as a whole which it brought out. The survey has enabled a direct comparison of the accomplishments of each. state in one of the most im- portant subjects of the school course—English composi- tion. It has also proved beyond a doubt that the schools of the nation are able and willing to co-operate in gen- eral educational endeavors. The survey has shown that the schools of the nation are deeply interested in the welfare of the millions of children placed in their care, that they are eager to avail themselves of every opportunity for more effectively discharging their duties toward both parent and child, and that the schools rejoice when an effort is made by some general agency to assist them in studying school conditions which they, independently, could not under- take. But the greatest benefits of the survey are derived by the individual schools, by the individual teachers, and by each pupil. To the individual school system, the survey has given state and national standards with which the schools can compare their own medians. To those schools which tested pupils in the upper grammar grades and in the high school, the survey has demonstrated the fact that an entire school system can ‘‘get together’’ in a com- parison of work of the elementary grades with that of the high school—that an entire school system can co- operate, very effectively and very beneficially, in a gen- eral testing movement. The survey has also shown the success with which standardized tests can be used in the study of educa- tional problems and it will no doubt be an impetus for the individual school systems to undertake similar sur- veys of their own in various fields. For the individual teacher, the tests have pointed out the abilities of each pupil in recognizing the common errors in capitalization, punctuation, grammar, and sen- tence structure. To some teachers, the facts revealed by the tests assisted in solving classroom problems, and to others it brought an awakening of the great deficiencies of many of the pupils in one or more phases of written work. But. to all teachers the tests have diagnosed the weaknesses of individual pupils and have been a definite guide for future instruction and remedial work. The individual pupil also has been aided by the tests. He discovered his own weaknesses in these subjects, and was shown the road which leads to better composition work. The pupil also realized that his scores on stand- ardized tests were ‘‘fair and square’’ and on an equal basis with the scores of other pupils, and if his score was low, he was inspired to equal at least the standard for his grade. REMEDIAL WORK However, the important outcome of the testing is not the comparison with norms merely, but the analysis of each test paper to determine the particular weaknesses of each pupil. This fact cannot be over-emphasized! Especially those schools, which exceeded the standard for their state or for the nation, should realize that there are pupils within their schools which need attention. Just because the eighth graders in the X School made a median score far beyond the standard, doesn’t mean that Johnny Smith and Rose Dooley, who made low scores, should be neglected. The brilliancy of their class doesn’t improve their knowledge of English. Johnny and Rose should be given special attention. Remedial instruction should be undertaken at once. And even the ‘*star’’ pupils in the class very probably have at least a few difficulties which they should overcome. As a matter of fact, 100% perfection should be the goal of each pupil. All the material in the tests were selected as of importance—the errors which the pupils were to discover in the tests are errors which frequently occur in every-day written work. It is important that each error be overcome before the bad habit becomes fixed. Therefore, every pupil, who did not make a per- fect score on all four tests, needs training to overcome his particular types of errors. Pupils in the ninth grade and up should reach the goal of 100% perfection. Therefore, by all means the teachers and superin- tendents should not lose the value of the testing work by not analyzing the scores of the pupils, diagnosing their weaknesses and outlining definite remedial work. For this remedial work, teachers can use the Stu- dent’s Guide to Correctness in Written Work, by S. L. Pressey and F. R. Conkling. It contains all the im- portant rules for writing correct English. The rules are based upon an extended series of investigations in the field of composition. The Guide includes only the rules which are commonly broken and which it is therefore important that each pupil should know. If these rules are studied by each pupil and mastered, about nine- tenths of all mistakes made by the average person will be avoided. DETERMINING PUPILS’ PROGRESS After the remedial work has been carried out, the teacher can check-up the pupils’ progress by testing them with the second form of the Pressey Diagnostic Tests in English Composition. The results should show marked improvement in the work of each pupil. No doubt, the final conclusion of the superintendent, teacher, and pupil will be that the testing work and the remedial instruction have been of much value and haye resulted in a real and definite improvement in the com. position work of each pupil. - /4 ap 3p NWS MEDIAN SCORES FOR EACH STATE STATE A of/i ay Po2ed ¥ aq | ROAAOAM CQ MOIDHMHAIOS 2 Qa QQOOMNACA TMMHORAOW OHOMKNANHS “ GHAIGHSAGAGAGAGS 2 AGSSNSHSAKS 2 Td 3 OO 00 OG NA BAG So a Me 2 OLE Ee CSC CeCe CELE COLCE LE COLE LOHHAOSCS 5 FL SHB ARAADGRBOHORKEKN DDE AARWDABOMDDONWDHDHRWHAN AO IWASM Oo <) ; ; b oO Pe Sieadananesenn 1ooadnasanawnooRaesan 4 nmoNaae ESI ao} S|] HSK OSSD IDSNOESOMS INCHKNRKRHDOOKKRONWDOCORROORY IRROnNKNSH a Lo) Dr ie ist tg ee pe pe ee a a es ee Bc Oh ee ne oe eo ee ee ee | 3 a 5 OHOARDOANR AON DN OMAADAOMMAQAGCANNNHOORYMO 1QONQONK a D | ASSO AADBAMOD HBSS UDHOGHHOANSHOON HH HHSOSHGH SSSHAGOD sy Oe ee ee ee ee ee oe Ce a ee Oe Oe ee ee ee ee ee ee | oN ed ed st st 5 DO HOD RAIDS IDOMAADNOHOROROMANKAMONMIOAN INOROO HOt O SI 0 | MOANA ANAAOAAHAAGDAAMHOAHASOAAOHARHOON IMHNGH HOGG HA mR BA ie a ee a a a Se ee oe oe Be ee oe oe he ee oe SS ts eS SS aa eS ANOMDA IMMAADAHOMANADHOAMINANOS AGTH 1] IAMS rMNOMINMIQ | tb HOGASAG OMIA AH A SCOn MOANA ionn ‘Ss tHNA HOM MHHOS Soe ih oe hen oe Ve ee) Se Ee Re ee ee ee an oe eel 5 eh oe oe 4 ‘SS oe Dh ool co el ag | EPO ASAYAIWINYAWOANS TOQDORINDOACOIDADMOWQ NQMAMOOO | IAN NOMHAwH SAIS OM ON CORONA SONSOHIUONDOGSG IHHONDHAGD © rtitinoacs FOO RONAN TANRAANFARAARN INNRANAAA FINAN ANAN , | PASPNMDOS IHNOCAOAAOGMAAHOMOPHNAANHOAAAYNQOMAQN AAO SAMOSNKRSR SS RA HDOOSOHHOMHAOSHRRKRMOHOHRHODHOODROCSOKVHNHS 7 | SRaRanaa BS OSB RR RRR RAR ARORA RA MARANON 5 ss OD ID ID IDN HIDONMOHONMAOCAAHNANNONDNIQADQOMVONATHAHO ItAOMqIND SIN OS DON DGHDSOHSOISOHAHADHSOKNRGHDHDHAWDDHNOSHNHONSOSH :SOGOr (rofl Petia ae ieee < S) ADOAAIDNAAAHHYHOMNONOHAHOMAANANGOHONWMMANIDHOS 1ID191IQG HN 5 DD] SNRANAMOOGEOSOGDNROHOSOSHNGNONONHHAHSOHONMHONDOEM ONO OON pa a ee TN ee ee De ee ie ee he Boe Bh oe ee ee ee ee SSA RS HQ ONONNOTHADAANIQHHENAOSCOCROMANNON ANNONA imyQtMOwW19 DO | AA OSNHOROHDMINMMOHPOMHAHRNOGDHANRHHHOM IMOMHH roOdKn AHS pa a ne ee ee ee eo ee ee ee oe oo oh | [Sate e eS fh OSA TAR A ya a Rn A NAIDACH QO HH O HID OD 1 10 NOHO 09 0D ce tt QAO NApNWoNnsre 1 SNGANON INNAATRO BHO HOROTHNNR TON IO IO in SAA invig Src oq | APASSOMNAG A HIQWOM 9 Sah eee aie IH OINMOWOr OO BONS HOONSOHIS (HODHONGDSSSSH 1SORMSOSOUON : AMON i DPE Rip Lea? Bales a p> peepee HAAN AR AHH AAN TSR HNAAAe : RBS SES 1, | AOOQMMANM DH OOCOBGHAPMI HAGAN ADHAAA NWQMOMIAaQeoan’ 207191909 9 | ASC SON HORAN SHON OGNGDAGNGNHAAHGHOHSS IWHSSHMKGVWHS 1SWHONSHS x Se BNR TN SRNR NR RR RNS SON Sent NSN SS News wANRKN ° S MADODHMIQDIOAROAMANNATANNR HOON LOCMAQINHOAR I MAAQANS a ol SIAR N SHS SGHHGBSGRTANSHSSHOGHYTHNOH MOH HN WOKS 1WHWHOIH HO By | ee 5 5 AHOMHO MHOMMMIAANNQAOCOWAMOANANO .QMOTODMNMOND -COOMOCWN zm D2 | COOSIGANH “GHANKHHHOMOHANSHAMMNOWM 1ONANAATAIACO OdtOodtw Dp wettest esd eS E Nee ee Oi ee Oe ee oe ee ee et et at ot ee ee et ad et et et et Su Tn nn ee UE UEIEP anNSIGInEDIESEDUUEEPEENNEDUnpEErEeeem emer iz MOCDIDHA IHOWOAGAHOOCNOOCHAQOMMNQOON HN IANMOHTA MINQOtTNOS WASH S OCT DOGS SYA IAS Om IO A re Se OI NOOR ONS wf 5 oon I oon oe | b oe) 4 Sse wee eS Soe Bh oe Bon Ssesesset ret See TG Hh saa Se ra Ni 5 et ad et st est et HOQODAIDED IHHODM MAT QNOMOCOAMNAANDMOM UQOr Try UQAsH IMOMHECEIE iy AAOArS oth Sb Nd Sd gO Lan gp kp 19SG :S 1BAS ISSNNon ee me OMNHOOTATONONQHS SQN QAM STONNS AQNQWEaN | aTaqaw DL SaaS ANABHH SSAA INDAGGAGAN HI ITONTOHON © NAN HOH SSRN AANA AAAAAA TKANANAANANANAAN INANAAANARA | INANNAAN DIDOKRKNMOMMINMAOTDONOIQMMOSAOMNMYN OAQMOAWHR (MMOH a HSIPATHVSAGHADIAIASHAIN AGA IANS HORN 109 03 09 A si od oi BANANA NNANAANAANANNANANANNANTANNA INNNANAAAN INANANAAN z AIQOOORAMNONDAMNAAARASCHDQWOANNNYQNA WAAQAVTONO -QONGCANT ° SL EH SHHNANSSCONHRHHSHKRANGAANTM AOA (ONAAMMIAN (MAHAN Ee SAAN AN HAANANNANTAANNANANAAAN IANNNANANAN INAANANAN = N = POD CD HOM AMNOOCHAIQAIQAIAOCOHIND NQNRIWDOOCOHD i NOMMADA 4 s|o SABNGHADOSSCANSDSSHSHNNOHSONSN Hee On nNHSS CNH MNHON 316 SABA AA NR HANANARAANHANNNANARNARA INNGANANANAN INAANANAAN ry DODO HIQRYOANAHAHAININHOMAROOOMWNM IAW IONAD INACNANS < DO | SHBWOONOHHDHOFBHSSSOANSSOONSHOONAS ‘SSO THOBSHS (HONSSHN ‘) SAM RAN BRANNAN NRANN NAN RANGING N oe Dh coe | NAN MIN ANION A ae ee DQ OA LPM IQDNHOMMNADMHAASHMIQOH 2UQAYQ it -ONQ MOD ONN 1 SHOOIDD (“OH DKROGDRAGSGHHOHORSSHHBOGWHHW 190WO 1D BOW -WONrONS Axwwene PSSt ANNAN NSS SANNA SAAS Piles WS sh | wea! ra rere La N SSN | ie i et ———————————————————————————————————————————— Ma ce tht et DI SOMO ton NL Oca MET Toot HIT eyes Ne) Meine s SNe IDO ESCO tee 1 OBOE 7 a0 62 SO Pe te 1 Teo et sf fetes E val Pt et a et eat tire eet eet oS et get Coote oe sts Sage es : a mW | COMNOHMOONM MH BHAAHMNOMODARHOAPMOOCOANHRABOPHAREEMNNH | 8 wm ne | HOOT REEDORADBAASONE GDHDOGOAWAN HOA A MIOAANBN YOAV ASS | 10 SQ, aoe | Omnowo AN AANOMADONNADASORIONHHOIOANMNARAHHMOANKKDONOCH | © wid’ oa -~ ~ . “a mere pee ken ~ nS oe ey a” ~ na An - ~ SAR Ae ere ° SgoeESS = a QO re OMONArrir 0 @ Ooo © 4 Morte | m7, ang < o- . . . . seer . ee . . . . . . . . . ceee . . . . . . . . . . Pac . . ~ ot ke . . . Ae en hat s. 'y's See ee iy? : s : ee eM g Dy a oetaes ie fa om eh nial ig oS SEN ee ae : page aia ta Shue Be oem ate Ee UMBC ED LAP We MA cas ee iy Pa ee a eRe BA sa pine e i: (hin Sy chads Segag tele oakee BL eee aA nay ha lags 2 Ny aaa” Oecd Same pp SM aaa el ae seas, OS oT ee ee EVE EN oe eT hee ve SAMa NS ke GT get atte Geueye Fed Oo pam . (3.5 49 ee ee Pom bon ae tn eh RES ae eee PB lg) BES es 5 Rees OTe ee oe ORR RSPR Pah a nO ip ame = | 5 bie SA aS a oS oo se 34> 80 ap ro Qn os 2 5 ee See eee ago ats Saessda -g = SQ 8 4 (8 bea a ee SsHevorgas :H48 - Og -O nn Sau _ Oct Py mm. ° SS o> 446 Pees OSS moa ASG aS ASS GOS Rag 88 Gage Om -f'S'e" 5 ES SOSESR SERS ees See age ogg akeeee eros MESS Boake eo ok Se Sas 53.9 SSH5F AS OS SRT 0 OO OS 5542S 5S5 55 05 Oe AR eeSSSSAROTE SA CMM ISS SSS SSAAZAZAZAZZOCONARHHD EP EEBEH Total.... —Less than 114% of all pupils reported made perfect scores, and not over 3% in grades XI and XII made perfect scores. NOTE How Asout Tus? An English teacher in a small community in a far- | western state, writes: “*T am sending herewith the report sheets on the Diagnostic Tests in English Composition. ‘*T shall be much interested in seeing whether the tentative median scores for the various grades stay about the same or are decidedly altered as a result of having statistics from a greater number of schools. It seems to me that the scores for the various grades as given on the class report sheets indicates a most appalling condition. My boys and girls grow up here in our most isolated community (we are 100 miles from a railroad) and among people, who, tho of the finest type, utterly lack culture of a formal sort. We hear scarcely a sen- tence correctly spoken from one week’s end to an- other except in school. If these boys and girls can make the showing they did, with the faults of speech that I hear daily from them, then the gen- eral situation seems well-nigh hopeless. I had ex- pected my pupils to fall well below—as many of them did. I shall be anxious to hear.”’ Although our tentative standards were low in most eases, the medians for this school were above the new ‘‘national standards’’ in several instances. WHAT ARE THE Facts? In answer to the foregoing letter, the facts seem to show that the size of a city or school did not appreciably effect a pupil’s score—that is, the medians of the schools in the larger cities did not exceed those of the smaller cities in all eases and vice versa. Human NATURE ? This from one of the letters transmitting the survey results: ‘‘Owing to the immense amount of extra work in- volved, the teachers were informed that they might score the tests themselves, or closely supervise the correction by the children either with or without exchanging papers. A rather observing teacher tried the three methods. In all cases where she had made the corrections, medians fell reasonably near the norms; where children cor- rected their mate’s work, medians were higher; and where they corrected their own work medians were high- est of all.’’ HicH CorrELATION A supervising principal, who had charge of the sur- © vey in his schools, made a very careful analysis of the tests. The point scores of the four tests were totaled for each pupil and a graph showing the distribution was made. It was noticed that it was not a perfect normal distribution. ‘‘After noticing that the distribution was not exactly a perfect curve,’’ the supervising principal writes, ‘‘I began looking into the test itself and worked out a correlation between the even and odd scores of each pupil. This showed a very high correlation being .9268 with P.E. .0079. That of course leads me to be- lieve that the irregularity of the curve lies within our group and that a large sampling would show a normal curve. I am of the opinion that no test should be given to the public for permanent use unless it can show a high correlation as indicated by this one.’’ FOR USE AFTER THE SURVEY REMEDIAL WORK The Pressey Diagnostic Tests in English pointed out the weaknesses of each pupil. Remedial in- struction should be undertaken to overcome these difficulties; otherwise the greatest benefit of the survey will be lost. For this remedial work, we recommend \ The Student’s Guide to Correctness in Written Work. It. contains all the important rules for writing correct English and if the pupils master these rules they will avoid about nine-tenths of the errors made by the average person. Place a copy in the hands of each pupil! Each pupil can pay for his copy, if the school has no funds for the purpose. Price: Student’s Guide to Correctness in Written Work, $5.00 per hundred, plus transportation charges. T'ecacher’s Manual, Two furnished free with each one hundred Guides. Extra copies 5¢ each. FOLLOW-UP TEST After the remedial work, you will want to know just what effect it had on the pupils’ work. To determine the pupils’ progress, use form 2 of the Pressey Diagnostic Tests in English Composition. Prices: Pressey Diagnostic Tests in English Composition (either form 1 or form 2) : Capitalization, 75¢ per 100 copies, Punctuation, 75¢ per 100 copies, Grammar, $1.50 per 100 copies, Sentence Structure; $1.50 per 100 copies. Prices are f.o.b. Bloomington, Illinois. Sample set (all four tests) 15¢ postpaid. PUBLIC SCHOOL PUBLISHING COMPANY, BLOOMINGTON, ILLINOIS Paar we - Digitized by the Internet Archive in 2022 with funding from University of Illinois Uroana-Champaign https://archive.org/details/reportofnationwi00pub! ty any ‘iia + wien! Ue iv, our. Ab on "sc ah a a t "i we “. By tee ont iad Sih Taya, 5 ’ ’ ie: wr 1% Tuy te Fe, *) 7 | fabeiete Mid sins Wh oe . : ; iy: “A igen eee Ake a? oe ay ys it me i Ws, thin | f. fr. 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