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Page 4
3. THE SCOPE AND CONTENT OF THE FIELD COVERED
As any intensive study must almost necessarily be limited in its scope,
so this one comprises for its purposes the high school records for
6,141 pupils belonging to eight different high schools located in New
York and New Jersey. For two of these schools the records for all the
pupils that entered are included here for five successive years, and
for their full period in high school. In two other schools the records
of all pupils that entered for four successive years were secured. In
four of the schools the records of all pupils who entered in February
and September of one year constituted the number studied. There is
apparently no reason to believe that a longer period of years would be
more representative of the facts for at least three of these four
schools, in view of the situation that they had for years enjoyed a
continuity of administration and that they possess a well-established
organization. The fourth one of these schools had less complete records
than were desired, but even in that the one year was representative of
the other years' records. The distribution of the 6,141 pupils by
schools and by years of entering high school is given below.
HIGH SCHOOL PUPILS IN: ENTERING HIGH SCHOOL NUMBER
IN THE YEARS STUDIED
White Plains, N.Y. 1908, '09, '10, '11, '12 659
Dunkirk, N.Y. 1909, '10, '11, '12 370
Mount Vernon, N.Y. 1912 224
Montclair, N.J. 1908, '09, '10, '11, '12 946
Hackensack, N.J. 1909, '10, '11, '12 736
Elizabeth, N.J. 1912 333
Morris H.S.--Bronx 1912 1712
Erasmus Hall H.S.--Brooklyn 1912 1161
----
TOTAL 6141
As it is essential for the purposes of this study to have the complete
record of the pupils for their full time in the high school, the 6,141
pupils include none who entered later than 1912. Thus all were allowed
at least five and one-half or six years in which to terminate their
individual high school history, of successes or of failures, before the
time of making this inquiry into their records. No pupils who were
transferred from another high school or who did not start with the
class as beginning high school students were included among those
studied. Post-graduate records were not considered, neither was any
attempt made to trace the record of drop-outs who entered other
schools. Manifestly the percentage of graduation would be higher in any
school if the recruits from other schools and the drop-backs from other
classes in the school were included.
No attempt has been made to trace the elementary school or college
records of the failing pupils, for our purpose does not reach beyond
the sphere of the high school records. In reference to the
differentiation by school courses, some facts were at first collected,
but these were later discarded, as the courses represent no
standardization in terminology or content, and they promised to give
nothing of definite value. As might be expected, the schools lacked
agreement or uniformity in the number of courses offered. One school
had no commercial classes, as that work was assigned to a separate
school; another school offered only typewriting and stenography of the
commercial subjects; a third had placed rather slight emphasis on the
commercial subjects until recently. Only four of the schools had pupils
in Greek. The Spanish classes outnumbered the Greek both by schools and
by enrollment. In the classification by subjects, English is made to
include (in addition to the usual subjects of that name) grammar,
literature, and business English. Mathematics includes all subjects of
that class except commercial arithmetic, which is treated as a
commercial subject, and shop-mathematics, which is classed as
non-academic. Industrial history, and 'political and social science'
are regarded along with academic subjects; likewise household chemistry
is included with the science classification. Economics is treated as a
commercial subject. At least a dozen other subjects, not classified as
academic or commercial, including also spelling and penmanship, were
taken by a portion of these pupils, but the records for these subjects
do not enter this study in determining the successful and failing
grades or the sizes of schedule. Yet it is true that such subjects do
demand time and work from those pupils.
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