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Page 7
A SUMMARY OF CHAPTER I
The American people have a large faith in the public high school. It
enrolls approximately 84 per cent of the secondary school pupils of the
United States. High school attendance is becoming legally and
vocationally compulsory. The size of the waste product demands a
diagnosis of the facts. This study aims to discover the significant
facts relative to the failing pupils.
Failure is used in the unit sense of non-passing in a semester subject.
Failures are then counted in terms of these units.
This study includes 6,141 pupils belonging to eight different high
schools and distributed throughout two states. The cumulative,
official, school records for these pupils formed the basis of the data
used.
The schools were selected primarily for their possession of adequate
records. More dependable school records than those employed are not
likely to be found, yet they tend to understate the facts of failure.
It is quite possible that a superior school, and one with a high grade
teaching staff, is actually selected by the requirements of the study.
REFERENCES:
1. _Annual Report of United States Commissioner of Education for 1917._
2. Josslyn, H.W. Chapter IV, in Johnson's _Modern High School_.
3. _The Money Value of Education._ Bulletin No. 22, 1917, United States
Bureau of Education.
4. New York and New Jersey _State School Reports for 1917_.
CHAPTER II
HOW EXTENSIVE ARE THE FAILURES OF THE HIGH SCHOOL PUPILS?
1. A DISTRIBUTION OF ALL ENTRANTS IN REFERENCE TO FAILURE
With no purpose of making this a comparative study of schools, the
separate units or schools indicated in Chapter I will from this point
be combined into a composite and treated as a single group. It becomes
possible, with the complete and tabulated facts pertaining to a group
of pupils, after their high school period has ended, to get a
comprehensive survey of their school records and to answer such
questions as: (1) What part of the total number of boys or of girls
have school failures? (2) To what extent are the non-failing pupils the
ones who succeed in graduating? (3) To what extent do the failing
pupils withdraw early? The following tabulation will show how two of
these questions are answered for the 6,141 pupils here reported on.
ALL ALL
ENTRANTS FAILING GRADUATES FAILING
Totals 6,141 3,573 (58.2%) 1,936 1,125 (58.1%)
Boys 2,646 1,645 (62.1%) 796 489 (61.4%)
Girls 3,495 1,928 (55.1%) 1,140 639 (55.8%)
From this distribution we readily compute that the percentage of pupils
who fail is 58.2 per cent (boys--62.1, girls--55.1). But this statement
is itself inadequate. It does not take into account the 808 pupils who
received no grades and had no chance to be classed as failing, but who
were in most cases in school long enough to receive marks, and a
portion of whom were either eliminated earlier or deterred from
examinations by the expectation of failing. It seems entirely safe to
estimate that no less than 60 per cent of this non-credited number
should[5] be treated as of the failing group[6] of pupils. Then the
percentage of pupils to be classed as failing in school subjects
becomes 66 per cent (boys--69.6, girls--63.4).
In considering the second inquiry above, we find from the preceding
distribution of pupils that 58.1 per cent (boys--61.4, girls--55.8) of
all pupils that graduate have failed in one or more subjects one or
more times. This percentage varies from 34 per cent to 73 per cent by
schools, but in only two instances does the percentage fall below 50
per cent, and in one of these two it is almost 50 per cent.
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