Part 6 (1/2)

7+ B 3 2 1 0 1 0 2 5 14 G 1 2 1 1 5 2 0 5 17 4 4 2 1 6 2 2 10 31

Tot B 484 189 160 127 132 109 75 250 1526 G 803 233 198 139 151 81 71 306 1982 1287 422 358 266 283 190 146 556 3508

Referring directly now to Table VII, we find that 447 per cent of those not failing the first year do fail later Of all those who fail the first year, 138 per cent escape any later failures Of all the pupils included in this table 158 per cent have 7 orin the first year 27 per cent later have 7 or more failures For the number included in this table 304 per cent have no failures assigned to them

PERCENTAGE OF FIRST YEAR FAILING GROUPS, WHO LATER HAVE NO FAILURES

No of F's in First Year 1 2 3 4 5 6 7+

Per Cent of Groups Having No Failures Later 184 137 72 94 105 50 129

About the sairls (near 60 per cent) is represented in Table VII The girls have an advantage over the boys of about 8 per cent for those belonging to the group with no failures, and of about 1 per cent for the group with seven or more failures

No unconditional conclusion seems justified by this table In the first year's record of failures there are good grounds for the promise of later performance We may safely say that those who do not fail the first year are much less likely to fail later, and that if they do fail later, they have less accuroup have many failures after the first year, and others who have several failures the first year have none subsequently Generally, however, the later accumulations are in almost direct ratio to the earlier record, and the later non-failures are in inverse ratio to the debits of the first year

5 THE PROGNOSIS OF FAILURES BY THE SUBJECT SELECTION

From the distribution of failures by school subjects as presented in Chapter II, this will seem to be the easiest and almost the surest of all the factors thus far considered to e Latin we e of a little less than one pupil in every five to fail each se e of about one in six for each semester German comes next, and for each see nearly one pupil in every seven taking it Similarly French claims for failure one in every nine; history, one in every ten; English and business subjects, less than one in every twelve It will be noted that the average on a semester basis is employed in this part of the co that such a percentage of pupils fail at some time, in the subject The pupil who fails four tiarded here as representing four failures Likewise, the pupil who coht successes for the subject in calculating these percentages Every recorded failure for each pupil is thus accounted for

It was also noted in Chapter II that the percentages of the total failures run higher in raduates than for the non-graduates This fact is not due to the greater nuraduates in the earlier seraduate failures occur, but to the increase of failures for the graduates in the later years, as is disclosed in Tables II and IV Accordingly, we may say that those two subjects which are ly fruitful of such results in the upper years This does not seem to be the usual or accepted conviction Certain of the school principals have expressed the assurance that it would be found otherwise Such deception is easily explainable, for the number of failures show a es is consequently easily overlooked It is quite possible, too, that in some individual schools there is not such a rise of the percentages of failure for the graduates in any of the school subjects In a single one of the eight schools reported here neither Latin nor raduate pupils over the non-graduates In the other seven schools the graduates had the higher percentage in one or both of these subjects

6 THE TIME PERIOD AND THE NUMBER OF FAILURES

The statereater for the failing pupils who reer time may seem rather commonplace But it will not seee of the total failures on the total subject enrollments increases by school see of possible failures for all graduating pupils increases likewise; or that the failures per pupil in each single semester tend to increase as the time period extends to the later semesters Yet radical as these statements may sound, they are actually substantiated by the facts to be presented

PERCENTAGE OF THE TOTAL FAILURES ON THE TOTAL SUBJECT ENROLLMENT, BY SEMESTERS

Semester 1 2 3 4 5 6 7 8 9 10

Per Cent 115 139 145 151 145 153 121 99 109 62

The 808 pupils who received no marks, and many of whom dropped out early in the first semester, are not included in the subject enrolles Otherwise the enroll of each sees rise from 115 in the first sees drop off, doubtless due to the increasing effect by this tiraduates alone are next considered in this respect

PERCENTAGES OF THE TOTAL FAILURES FOR THE GRADUATES ON THE TOTAL SUBJECT ENROLLMENT FOR GRADUATES, BY SEMESTERS

Semester 1 2 3 4 5 6 7 8 9 10

Per Cent 59 66 78 91 92 105 91 73 88 52

These percentages are based on the total possibility of failure, and reach their highest point in the sixth see of failure is nearly twice that for the first semester These saes of such failures for the graduates on the total subject enrollraduates in each semester