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Page 14
To present the full situation it is indeed necessary to know the
failures for particular teachers, subjects, and buildings, but it is
also frequently necessary to be able to make a comparison of results
for different systems. Consequently, in order to use the varied reports
for the attempted comparison above, the plan was pursued of averaging
the percentages as stated for the different classes, semesters, and
years of a subject, in each school separately, and then selecting the
median school thus determined as the one best representing the city or
the system. This method was employed to modify the reports, and to
secure the percentages as stated above for Denver, Paterson, and
Butte. Any plan of averaging the percentages for the four years of
English, or similarly for any other subject, may actually tend to
misstate the facts, when the percentages or the numbers represented are
not very nearly equal. But, in an incidental way, the difficulty serves
to emphasize the inadequacy and the incomparability in the reporting of
failures as found in the various studies, as well as to warn us of the
hopelessness of reaching any conclusions apart from a knowledge of the
procedure employed in securing the data.
The basis is also provided for some interesting comparisons by
isolating from the general distribution of failures by school subjects
(p. 19) the same facts for the failing graduates. That gives the
following distribution.
THE FAILURES BY SCHOOL SUBJECTS FOR GRADUATES ONLY
Total Math. Eng. Latin Ger. Fr. Hist. Sci. Bus. Span. or
Subj's. Greek
5803 B. 660 403 521 241 191 180 251 91 7
6334 G. 782 347 673 257 240 410 394 162 12
Per Cent
of Totals 24.8 12.9 20.5 8.5 7.4 10.1 11. 4.3 .3
SIMILAR PERCENTAGES FOR THE NON-GRADUATES
As above 23.6 18.3 17.7 10.1 5.3 8.4 10. 6.3 .1
It is a noteworthy fact that the percentages of failure (based on the
total failures for the graduates) run higher in mathematics, Latin,
history, French, and science for the graduates than for the whole
composite number (page 19). The non-graduates have a correspondingly
lower percentage of failure in these subjects, as is indicated above.
The school influences in respect to the failures of the non-graduates
differ from those of the graduates chiefly in the fact that the
failures of the former tend to occur to a greater extent in the earlier
years of these subjects, since so many of the non-graduates are in the
school for only those earlier years; while the failures of the
graduates range more widely and have a tendency to predominate in the
upper years of the subject, as will be further emphasized in the later
pages of this report (see also Table IV).
5. DISTRIBUTION OF PUPILS DROPPING OUT--SEMESTERS--AGES
Table V presents the facts concerning the time and the age at which the
failing pupils drop out of school. Table VI furnishes the corresponding
facts for the non-failing drop-outs.
TABLE V
DISTRIBUTION OF THE FAILING NON-GRADUATES, SHOWING THE SEMESTER
AND THE AGE AT THE TIME OF DROPPING OUT
AGES UNDIS-
SEMESTERS 13 14 15 16 17 18 19 20 21 22 TRIB. TOTALS
1 B. 1 40 49 50 18 0 1 1 .. .. 1 160
G. 3 40 65 47 23 4 0 0 .. .. 3 185
345
2 B. .. 9 56 88 56 22 6 2 .. .. 3 242
G. .. 6 72 119 61 24 3 0 .. .. 6 291
533
3 B. .. 4 30 40 23 10 7 .. .. .. 0 114
G. .. 3 35 51 32 13 7 .. .. .. 1 142
256
4 B. .. 1 16 66 86 34 16 2 .. .. 3 224
G. .. 1 19 60 70 59 18 3 .. .. 0 230
454
5 B. .. .. 2 12 36 21 8 4 .. .. 3 86
G. .. .. 4 17 48 28 9 3 .. .. 1 110
196
6 B. .. .. 1 6 48 52 38 10 .. .. 1 156
G. .. .. 1 11 52 49 26 5 .. .. 2 146
302
7 B. .. .. .. 2 12 35 21 7 0 .. 1 78
G. .. .. .. 2 15 21 15 4 1 .. 0 59
137
8 B. .. .. .. 0 10 23 19 19 2 0 2 75
G. .. .. .. 2 10 31 29 10 4 2 3 91
166
9 B. .. .. .. .. 1 4 4 2 .. 1 1 13
G. .. .. .. .. 1 6 12 4 .. 0 0 23
36
10 B. .. .. .. .. .. .. 1 3 3 1 .. 8
G. .. .. .. .. .. .. 4 3 3 1 .. 11
19
11 B. .. .. .. .. .. .. .. 0 0 0 .. 0
G. .. .. .. .. .. .. .. 2 1 1 .. 4
4
Tot. B. 1 54 154 264 290 201 120 50 6 2 14 1156
G. 3 50 196 309 312 235 123 34 9 4 16 1292
2448
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