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Page 31
4. THE PERCENTAGES THAT THE NON-GRADUATE GROUPS FORM OF THE PUPILS WHO
HAVE EACH SUCCESSIVELY HIGHER NUMBER OF FAILURES
By merely adding the columns of totals for Tables VIII and IX, we are
able to obtain the full number of pupils who have each number of
failures from 1 to 25. We may readily secure the percentages for the
non-graduates in each of these groups by referring again to the numbers
in the totals column of Table IX. The following series of percentages
are thus obtained.
THE PERCENTAGE FORMED BY NON-GRADUATES WITH 0, 1, 2, 3, ETC., FAILURES
ON THE TOTAL NUMBER WHO HAVE 0, 1, 2, 3, ETC., FAILURES
No. of Failures 0 1 2 3 4 5 6 7 8
Per Cent 68.4 65.7 68.5 77.2 69.0 68.0 70.6 67.3 63.5
No. of Failures 9 10 11 12 13 14 15 16 17+
Per Cent 61.8 63.6 69.0 61.2 66.0 65.3 70.0 61.5 69.4
That these percentages would be higher for the non-graduates than for
the graduates (that is, above 50 per cent) would certainly be expected
by a glance at their higher numbers in every group of their
distribution. But it would hardly be expected by most of us that the
percentages would show no general tendency to rise as the failures per
pupil increase in number, yet such is the truth as found here. The
reverse of these facts was found by Aaron I. Dotey, with a smaller
group of high school pupils[41] (1,397), studied in one of the New York
City high schools. Still he also asserts that failure in studies is not
a cause of elimination to the extent that it is generally supposed to
be. We may gain some advantage for judging the general tendency of the
extended and varied series of percentages above, by computing them in
groups of larger size, thus yielding a briefer series, as follows:
(A CONDENSED FORM OF THE PRECEDING STATEMENT)
No. of Failures 0 1 to 4 5 to 8 9 to 12 13 to 16 17 to 25
Per Cent 68.4 67.6 67.3 63.9 65.7 69.4
Not only do the percentages of non-graduates not increase relatively as
the numbers of failure go higher, but there is a slight general decline
in these percentages until we reach '17 or more' failures per pupil.
Then for '17 to 25' failures per pupil there is an increase of only 1
per cent over that for failures. The number of failures does not seem
directly to condition the pupil's ability to graduate or to continue to
in school.
5. TIME EXTENSION FOR THE FAILING GRADUATES
We shall now inquire further what extension of time for graduating
characterizes the failing graduates in comparison with the non-failing
ones.
The distribution according to the period for graduation for the 1,936
pupils who graduate was shown by the summary lines of Table VIII. In
the same table the non-failing graduates are included (but distinct).
No pupil graduates in less than three years and none takes longer than
six years; 9.8 per cent of the number finish in less than 4 years; 19.7
per cent take more than 4 years. The small number that finish earlier
than four years may be due in part to the single annual graduation in
several of the schools. Some of the schools admitting two classes each
year graduated only one, and the records made it plain that some pupils
had a half year more credit than was needed for graduating.
Considering, however, that about 42 per cent of the graduates had no
failures, they should have been able to speed up more on the time
period of getting through. They were doubtless not unable to do that.
But some principals hold the conviction that four years will result in
a rounding out of the pupil more than commensurate with the extended
time. More than 35 per cent of those who did finish in less than four
years are graduates who had failed from 1 to 11 times. In the
conventional period of four years 77 per cent of the non-failing and 64
per cent of the failing graduates complete their work and graduate (see
p. 59, for the means employed). The percentages of non-failing
graduates for each time period are given below.
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