Part 3 (1/2)

187 160 135 116 104 98 82 80 41

It becoe of failures, based on the pupils taking the subject, is in Latin, although we have already found that e of all the failures recorded (p 19) But herenext in order as ranked by its high percentage of failure for those enrolled in the subject History has the e for the failures as listed for the nine subjects above

The failures as reported by subjects for other schools and other pupils will provide a co of this group of schools in reference to failures The failures are presented below for thirteen high schools in New Jersey, involving 24,895 grades, as reported by DC Bliss[7] in 1917 As the schools were reported singly, the e of failure for each subject is used here for our purpose But Mr Bliss' figures are computed from the promotion sheets for June, 1915, and include none of those who had dropped out In this sense they are not coes of failure as presented in this study Yet with the one exception of Latin these es as presented below for St Paul[8] are in each case based on the total nule semester, and include about 4,000 pupils, in all the classes, in the four high schools of the city[B]

[Footnote B: It is a significant fact, and one worthy of note here, that the report for St Paul is apparently the only one of the surveys which also states the nues of failure Percentages alone do not tell the whole story, and they do not promote the further utilization of the facts to discover other relationshi+ps]

The facts presented for St Louis[9] are for one school only, with 2,089 pupils, as recorded for the first half of the year 1915-16 All foreign languages as reported for this school are grouped together

History is the only subject that has a percentage of failure lower than that of the corresponding subjects for our eight schools The figures for both St Paul and St Louis are based on the grades for all classes in school, but for only a single se that a statement of facts for so limited a period may or may not be dependable and representative for all periods The percentages for Paterson[10] are reported for about 4,000 pupils, in all classes, for two successive semesters, and are based on the number examined For Denver,[11] the records are reported for 4,120 pupils, and cover a two-year period The percentages for butte[12] are based on the records for 3,110 pupils, for one school sesbury[13] are for only two subjects, but for forty-six widely separated high schools, whose enrollment for these two subjects was 57,680

PERCENTAGES OF FAILURE BY SUBJECTS--QUOTED FOR OTHER SCHOOLS

Math Latin Ger Fren Eng Hist Sci Bus

Subj's

13 NJ HS's 200 180 160140 110115 St Paul 218 136 143 170 100 109 73 117 St Louis 180 [-------16------] 130 70 190

Paterson 231 216 234122 139 183 85 Denver 240 210 120117 110 170 110 butte 186 250 240 326 54 70 130 84 R and K 247185

Our 8 HS's 160 187 135 116 82 104 98 80

In some schools the reports were not available for all subjects It is not at all probable, so far as information could be obtained, that the failures of the drop-out pupils for any of the schools were included in the percentages as reported above, or that the percentages are based on the total nuiven subjects, with the exception of one school Moreover, it is certain for at least some of the schools that neither the failures of the drop-outs nor the pupils ere in the class for less than a whole sees above So far, however, as these coestion made in Chapter I that the schools included in this study are doubtless a superior group with respect to failures appears to be strengthened by the comparisons made above

It becomes more apparent, as we attempt to offer a statement of failures as taken from the various reports, that they are not truly coes are not at all uniform The basis used most frequently is the number enrolled at the end of the period rather than the total number enrolled for any class, for which the school has had to provide, and which should e of failure Furthermore, the failures for pupils who drop out are not usually counted Yet, in most of the reports, the situation is not clearly indicated for either of the facts referred to Still eneral statees are most frequently reported separately for each class, in each subject, and for different buildings, but with the number of pupils stated for neither the failures nor the enrollard

To present the full situation it is indeed necessary to know the failures for particular teachers, subjects, and buildings, but it is also frequently necessary to be able to make a comparison of results for different systems Consequently, in order to use the varied reports for the atte the percentages as stated for the different classes, semesters, and years of a subject, in each school separately, and then selecting thethe city or the system This method was ees as stated above for Denver, Paterson, and butte Any plan of averaging the percentages for the four years of English, or similarly for any other subject, es or the numbers represented are not very nearly equal But, in an incidental way, the difficulty serves to emphasize the inadequacy and the inco of failures as found in the various studies, as well as to warn us of the hopelessness of reaching any conclusions apart fro the data

The basis is also provided for soeneral distribution of failures by school subjects (p 19) the sa distribution

THE FAILURES BY SCHOOL SUBJECTS FOR GRADUATES ONLY

Total Math Eng Latin Ger Fr Hist Sci Bus Span or Subj's Greek

5803 B 660 403 521 241 191 180 251 91 7 6334 G 782 347 673 257 240 410 394 162 12 Per Cent of Totals 248 129 205 85 74 101 11 43 3

SIMILAR PERCENTAGES FOR THE NON-GRADUATES

As above 236 183 177 101 53 84 10 63 1

It is a noteworthy fact that the percentages of failure (based on the total failures for the graduates) run higher in raduates than for the whole coraduates have a correspondingly lower percentage of failure in these subjects, as is indicated above

The school influences in respect to the failures of the non-graduates differ froraduates chiefly in the fact that the failures of the forreater extent in the earlier years of these subjects, since so raduates are in the school for only those earlier years; while the failures of the graduates range more widely and have a tendency to predominate in the upper years of the subject, as will be further ees of this report (see also Table IV)