The High School Failures

Renew：Part 14
Author：Francis Paul OBrien
Update：08-15-2023
Tags：Education Reference
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Chapter List

Chapter 1
Chapter IV of this study.
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.
Chapter I, that the pupil must have been present enough of any semester to secure his subject grades, else no failure is counted and no time is charged to his period in school. In this connection, Dr. C.H. Keyes[14]
Chapter II and will be further treated in Chapter IV, under the comparison of the failing and non-failing groups.
Chapter II, this will seem to be the easiest and almost the surest of all the factors thus far considered to employ for a prognosis of failure. For of all pupils taking Latin we may confidently expect an average of a little less than one pupil in every five to fail each semester. For the entire number taking mathematics, the expectation of failure is an average of about one in six for each semester. German comes next, and for each semester it claims for failure on the average 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 computation. Consequently, it is not the same as saying that such a percentage of pupils fail at some time, in the subject. The pupil who fails four times in first year mathematics is intentionally regarded here as representing four failures. Likewise, the pupil who completes four years of Latin without failure represents eight successes for the subject in calculating these percentages. Every recorded failure for each pupil is thus accounted for.
Chapter II that 58.1 per cent of all the graduates have school failures. Here we mean to carry the a.n.a.lysis and comparison in reference to graduation and failure somewhat further.
Chapter 8
Chapter V will explain. No striking differences are observed for the boys and girls in any division of this chapter.
Chapter I, and D represents failure. Of the repeated subjects 33.3 per cent result in either a D or an unfinished status. It is a fair a.s.sumption that the unfinished grade usually bore pretty certain prospects of being a failing grade if completed, and it is so treated here. There is a difference of less than 1 per cent in the failures a.s.signed to boys and girls for the repeated subjects.
Chapter 11
Chapter IV) represent misfits for at least the kind of school subjects offered or required. One cannot say that even hopeless failing in any particular subject is a safe criterion of general inability, or that failure in abstract sort of mental work would be a sure prophecy of failure in more concrete hand work. It is altogether probable that some of the individuals in the above number were not endowed to profit by an academic high school course, and that others were the restless ones at a restless age, who just would not fit in, whatever their abilities.
Chapter II.
Chapter 14