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Page 32
THE PERCENTAGES OF NON-FAILING GRADUATES FOR EACH PERIOD
Time Period in Years 3 � 4 � 5 � 6
Per Cent of Non-Failing 80.4 50.0 46.5 19.3 13.3 .. ..
This continuous decline of percentages representing the non-failing
graduates shows that they have an evident advantage in regard to the
time period for graduating. Their percentages are high for the shorter
time periods and low for the longer periods. But by reference to Table
VIII we quickly find that the slight extension of the time period for
the failing graduates is not at all commensurate with the number of
failures which they have. The failures are provided for in various
ways, as Chapter V will explain. No striking differences are observed
for the boys and girls in any division of this chapter.
A SUMMARY OF CHAPTER IV
The percentages of graduates and of non-graduates that fail are almost
identical.
The percentages of the failing pupils who graduate and of the
non-failing pupils who graduate are identical (31.5 per cent); hence,
graduation is not perceptibly conditioned by the occurrence of failure.
The non-failing non-graduates do not persist long in school, as
compared with the failing non-graduates. The short persistence partly
accounts for their avoidance of failure.
As the number of failures per pupil increase for the failing graduates,
the time extension is not commensurate with the number of failures.
For 11.5 per cent of the non-graduates who fail in 50 per cent or more
of their work, failure is probably a chief cause of dropping out.
Failure is probably not a prime cause of dropping out for most of the
non-graduates, as 80 per cent have only 5 failures or fewer.
The worst consequences of failure are perhaps in acquiring the habit of
failing, and in coming to accept one's self as a failure. The number of
drop-outs does not tend to increase as the number of failures per pupil
increases.
The time period for graduating ranges from three to six years, with
approximately 79 per cent of all graduates finishing in four years or
less. The failing graduates take, on the average, a little longer time
than the non-failing, but not an increase that is proportionate to the
number of failures.
The boys and girls present no striking differences in the facts of
Chapter IV.
REFERENCES:
33. Wooley, H.T. "Facts About the Working Children of Cincinnati,"
_Elementary School Teacher_, Vol. XIV, 135.
34. Caldwell, O.W. "Laboratory Method and High School Efficiency,"
_Popular Science Monthly_, 82-243.
35. King, Irving. _The High School Age._
36. Book, W.F. "Why Pupils Fail," _Pedagogical Seminary_, 11:204.
37. Bronner, A.E. _The Psychology of Special Abilities and
Disabilities_, p. 6.
38. Lewis, W.D. _Democracy's High School_, pp. 28, 37.
39. Hanus, P.H. _School Aims and Values._
40. Russell, J.E. "Co-education in High School. Is It a Failure?"
Reprint from _Good Housekeeping_.
41. Dotey, A.I. _An Investigation of Scholarship Records of High School
Pupils_. High School Teachers Association of New York City. Bulletins
1911-14, p. 220.
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