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Page 34
_a. Size of Schedule and Results of Repeating_
It would seem plausible that the failing pupils who were permitted and
who possessed the energy would want to take one or more extra subjects
to balance the previous loss of credit due to failure. Then it becomes
important at once for the administrative head to know whether the
proportion of failures bears a definite relationship to the size of the
pupil's schedule of subjects. A normal schedule for most purposes and
for most of the schools includes, on the average, four subjects or
twenty weekly hours. In this study the schedule which each individual
school claimed as normal schedule, has been accepted as such, all
larger schedules being considered extra size and all smaller ones
reduced. For instance, in one of the schools five subjects are
considered a normal schedule even though they totaled 24 points, which
is not usual. But in the other schools a normal schedule includes the
range from 18 to 22 points irrespective of those carried in the
subjects outside of the classification included in this study; while
above 22 points is an extra schedule and below 18 a reduced schedule in
the same sense as above. For the most part this meant that five or more
of such subjects form an extra schedule, and that three form a reduced
schedule. In this manner all the repeated subjects are classed as part
of a reduced, a normal, or an extra sized schedule as follows.
SIZE OF SCHEDULES FOR PUPILS TAKING REPEATED SUBJECTS
Total Reduced Normal Extra
3695 Boys 132 1762 1801
5001 Girls 164 2684 2153
Per Cent of Total 3.4 51.1 45.5
This distribution indicates that relatively few of the pupils take a
reduced schedule in repeating. For the succeeding comparison with the
grades of extra schedule pupils, those having a normal or reduced
schedule are grouped together.
GRADES FOR SUBJECTS REPEATED BY FAILING PUPILS WHO CARRIED
A REDUCED OR NORMAL SCHEDULE
Total Repetitions A B C D ..
1894 Boys 34 259 894 541 166
2848 Girls 44 361 1319 840 284
----------------
Per Cent of Total 1.6 13.1 46.7 38.6
In this distribution are the grades for 4742 instances of repetition.
Of these, 38.6 per cent fail to pass after repeating. It is not
possible to say definitely how many of these pupils actually determine
their schedule by a free choice, and how many are restricted by school
authorities or by home influence. But certain it is that a policy of
opposition exists in some schools and with some teachers to allowing
repeaters to carry more than a prescribed schedule; and in most schools
at least some form of discrimination or regulation is exercised in this
matter. It will appear from the next distribution that a rule of
uniformity in regard to size of schedule, without regard to the
individual pupils, is here, as elsewhere, lacking in wisdom and is in
disregard of the facts.
GRADES FOR THE SUBJECTS REPEATED, WITH AN EXTRA SCHEDULE
Total Repetitions A B C D ..
1801 Boys 29 288 969 462 53
2153 Girls 39 363 1191 497 63
----------------
Per Cent of Total 1.7 16.6 54.5 27.2
Out of the 3,954 repeated subjects in this distribution, 72.8 per cent
secure passing grades, 27.2 per cent result in failures. This means
that the repeaters with an extra schedule have 11.4 per cent fewer
failing grades than the repeaters who carry only a normal or a reduced
schedule. They also excel in the percentage of A's and B's secured for
repeated subjects. In only one of the eight schools was the reverse of
these general facts found to be true. In one other school the
difference was more than 2 to 1 in favor of the extra schedule
repeaters as judged by the percentages of failure for each group. It
seems that at least three factors operate to secure superior results
for repeaters with heavier schedule. First, they are undoubtedly a more
highly selected group in reference to ability and energy. Second, they
have the advantage of the spur and the motivation which comes from the
consciousness of a heavier responsibility, and from which emanates
greater earnestness of effort. Third, it is probable that some teachers
are more helpful and considerate in the aiding and grading of pupils
who appear to be working hard. It is, at any rate, a plain fact that
those who are willing and who are permitted to take extra work are the
more successful. Excessive emphasis must not be placed on the latter
requirement alone, as willingness frequently seems to be the only
essential condition imposed.
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