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 44.7 per cent of those not failing the first year do fail later. Of all those who fail the first year, 13.8 per cent escape any later failures. Of all the pupils included in this table 15.8 per cent have 7 or more failures, while of those failing in the first year 27 per cent later have 7 or more failures. For the number included in this table 30.4 per cent have no failures a.s.signed 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 18.4 13.7 7.2 9.4 10.5 5.0 12.9
About the same percentage of the boys and of the girls (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 acc.u.mulation of failures. Yet some of this group have many failures after the first year, and others who have several failures the first year have none subsequently. Generally, however, the later acc.u.mulations 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 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.
It was also noted in Chapter II that the percentages of the total failures run higher in mathematics, Latin, history, and science, for the graduates than for the non-graduates. This fact is not due to the greater number of failures of graduates in the earlier semesters, when most of the non-graduate 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 most productive of school failures are increasingly fruitful of such results in the upper years. This does not seem to be the usual or accepted conviction. Certain of the school princ.i.p.als have expressed the a.s.surance that it would be found otherwise. Such deception is easily explainable, for the number of failures show a marked reduction, and the rise of percentages 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 mathematics showed a higher percentage of failure for the graduate 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 statement that the number of failures will be greater for the failing pupils who remain in school the longer time may seem rather commonplace. But it will not seem trite to state that the percentage of the total failures on the total subject enrollments increases by school semesters up to the seventh; that the percentage 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 11.5 13.9 14.5 15.1 14.5 15.3 12.1 9.9 10.9 6.2
The 808 pupils who received no marks, and many of whom dropped out early in the first semester, are not included in the subject enrollment for the above percentages. Otherwise the enrollments taken are for the beginning of each semester and inclusive of all the pupils. These percentages rise from 11.5 in the first semester to 15.3 in the sixth semester. Then the percentages drop off, doubtless due to the increasing effect by this time of the non-failing graduates on the total enrollment. The graduates 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 5.9 6.6 7.8 9.1 9.2 10.5 9.1 7.3 8.8 5.2
These percentages are based on the total possibility of failure, and reach their highest point in the sixth semester, where the percentage of failure is nearly twice that for the first semester. These same facts may be effectively presented also by the percentages of such failures for the graduates on the total subject enrollment for only the failing graduates in each semester.
PERCENTAGES OF THE TOTAL FAILURES FOR THE GRADUATES ON THE TOTAL SUBJECT ENROLLMENT FOR FAILING GRADUATES, BY SEMESTERS
Semester 1 2 3 4 5 6 7 8 9 10
Per Cent 31.4 31.2 31.8 32.7 32.3 36.6 37.5 37.4 38.0 36.0
The percentages here are limited to the total possibilities of failure for those graduates who do fail in each semester. They reach the highest point in the ninth semester, with a gradual increase from the first. The high point is reached later in this series than in the one immediately preceding, because while the percentage of pupils failing decreases in the final semesters (p. 14), there is an increase in the number of failures per failing pupil (Table IV).
This increase of percentages by semesters for the graduates on the total possibility of failure, as just noted, is due to an actual increase in the number of failures for the later semesters. By the distribution of failures in Table II more than 56 per cent of the failures are found after the completion of the second year, in spite of the fact that about 10 per cent of the pupils who graduate do so in three or three and a half years. The failures of the graduates are simply the more numerous after the first two years in school. That this situation is no accident due to the superior weight of any single school in the composite group, is readily disclosed by turning to the units which form the composite. For these schools the percentages of the graduates" failures that are found after the second year range from 40 per cent to 66 per cent. In only three of the schools are such percentages under 50 per cent, while in three others they are above 60 per cent.
Further confirmation of how the increase of failures accompanies the pupils who stay longer in school is offered in the facts of Table IV.
Here are indicated the number of pupils who before graduating fail 1, 2, 3, etc., times, in semesters 1, 2, 3, etc., up to 10. Of all the occurrences of only one failure per pupil in a semester, 50 per cent are distributed after the fourth semester. In this same period (after the fourth semester) are found 53.2 per cent of those with two failures in a semester; 67.6 per cent of those with three failures in a semester; 71.6 per cent of those having four; 78.6 per cent of those having five; and all of those having six failures in a single semester.
One could almost say that the longer they stay the more they fail.
The statements presented herein regarding the relative increase of failures for at least the first three years in school are likely to arouse some surprise among that portion of the people in the profession, with whom the converse of this situation has been quite generally accepted as true. Such an impression has indeed not seemed unwarranted according to some reports, but the responsibility for it must be due in part to the manner of presenting the data, so that at times it actually serves to misstate or to conceal certain important features of the situation. Since the dropping out is heaviest in the early semesters, and since the school undertakes the expense of providing for all who enter, it does not seem to be a correct presentation of the facts to compute the percentage of failure on only the pupils who finish the whole semester. Such a practice tends to a.s.sign an undue percentage of failures to the earlier semesters, one that is considerably too high in comparison with that of the later semesters where the dropping out becomes relatively light. It is not sufficient to report merely what part of our final product is imperfect, instead of reporting, as do most inst.i.tutions outside of the educational field, what part of all that is taken in becomes waste product. This situation is sufficiently grievous to demand further comment.
In his study of the New Jersey high schools, Bliss states [28] that one of the striking facts found is the "steady decrease of failure from the freshman to the senior year." If we bear in mind that Bliss used only the promotion sheets for his data, and took no account of the drop-outs preceding promotion, and if we then estimate that an average of 10 per cent may drop out before the end of the first semester (the percentage is 13.2 for our eight schools), then the percentages of failure recorded for the first year will be reduced by one-eleventh of their own respective amounts for each school reported by Bliss, as we translate the percentages to the total enrollment basis. As a consequence of such a procedure, Bliss" percentages, as reported for the second year, will be as high as or higher than those for the first year in six of the ten schools concerned, and nearly equal in two more of the schools. It is also evident that his percentages of failure as reported for the junior and senior years are not very different from each other in six of the ten schools, although there is no inclusion of the drop-outs in the percentages stated. The only p.r.o.nounced or actual decrease in the percentages of failures as Bliss reports them, occurs between the soph.o.m.ore and junior years, and it is doubtless a significant fact that this decided drop appears at the time and place where the opportunity for elective subjects is first offered in many schools. Yet apparently it has not seemed worth while to most persons who report the facts of failure to compute separately from the other subjects the percentages for the 3- and 4-year required subjects.
A rather small decline is shown in the percentages of failure for the successive semesters, as quoted below for 2,481 high school pupils of Paterson[29] (the average of two semesters), although these percentages are based upon the number of pupils examined at the completion of the semester. It may further be noted that these percentages do not follow the same pupils by semesters, but state the facts for successive cla.s.ses of pupils. The same criticisms may be offered for the percentages as quoted from Wood[30] for 435 pupils.
PERCENTAGES OF PUPILS FAILING, BY SEMESTERS
SEMESTERS 1 2 3 4 5 6 7 8
Paterson 17.8 18.4 16.7 15.0 15.6 11.6 9.4 7.4 Wood 24.5 14.5 29.5 30.0 31.0 7.9 16.2 ..
OBrien (p. 41) 11.5 13.9 14.5 15.1 14.5 15.3 12.1 9.9
The above series of percentages tend to agree at least in showing little or no decline in the percentages of failure for the first five or six semesters in school.
Another tendency to conceal important features in relation to the facts of school failures may be found in the grouping together of non-continuous and continuous subjects, the latter of which are generally required. F.W. Johnson found in the University of Chicago High School[31] that the percentage of failures by successive years indicated little or no decrease for mathematics and for English (which were 3- and 4-year subjects respectively). The figures were based on the records for a period of two years. In regard to St. Paul, it was possible to compute similar information from the data which were available.[32] The percentages of failure are presented separately in each case for Latin, German, and French, not more than two years of which are required in the schools referred to above. A contrast is thus presented that is both interesting and suggestive.
PERCENTAGES OF PUPILS FAILING, BY YEARS. (Johnson, F.W.)
YEARS 1 2 3 4
English 18.1 9.5 18.4 14.4 Math 12.9 12.9 13.6 5.6 Latin 14.1 9.0 2.9 ..
German 12.4 7.4 .. ..
French 14.3 9.6 3.1 ..
PERCENTAGES OF PUPILS FAILING, BY SEMESTERS. (St. Paul)
SEMESTERS 1 2 3 4 5 6 7 8