Chapter 8
ARE THE SCHOOL AGENCIES EMPLOYED IN REMEDYING FAILURES ADEQUATE FOR THE PURPOSE?
The caption of this chapter suggests the inquiry as to what are the agencies employed by the school for this purpose, and how extensively does each function? The different means employed and the number attempting in the various ways to satisfy for the failures charged are classified and stated below, but the success of each method is considered later in its turn. One might think also of time extension, night school, summer school, correspondence courses, and tutoring as possible factors deserving to be included here in the list of remedies for failures made. The matter of time extension has already been partly treated in Chapter IV, while the facts for the other agencies mentioned are rather uncertain and difficult to trace on the records. However, they all tend to eventuate finally in one of the methods noted below.
THE DISPOSITION MADE OF THE SCHOOL FAILURES
Repeat School Exam. Contin. Both Total No. the Final or Regents' Discon. or No Repeat Failures Subject Spec. Exam's. Substitution Repet. and or Exam. Exam. 8348 B. 3695 821 1333 2471 259 231 9612 G. 5001 1025 1752 1929 249 344 Per Cent of Total 48.4 10.3 17.2 24.5 2.8 3.2
It is obvious from these percentages that school practice puts an inclusive faith in the repetition of the subject, as 48.4 per cent of all the failures are referred to this one remedy for the purpose of being rectified, although one school made practically no use of this means (see section 5 of this chapter). We shall proceed to find how effectively it operates and how much this faith is warranted by the results. The cases above designated as both repeating and taking examination (3.2 per cent) have been counted twice, and their percentage must be subtracted from the sum of the percentages in order to give 100 per cent.
1. REPETITION AS A REMEDY FOR FAILURES
We already know how many of the failing pupils repeat the subject of failure, but the success attending such repetition is entitled to further attention. Accordingly, the grades received in the 8,696 repetitions are presented here.
GRADES SECURED IN THE SUBJECTS REPEATED
GRADES Total Repetitions A B C D INC. 3695 Boys 63 547 1863 1003 219 5001 Girls 83 724 2510 1337 347 ----------------- Per Cent of Total 1.7 14.7 50.3 33.3
Less than 2 per cent of the repeaters secure A's, while only about 1 in 6 ever secures either an A or a B. The first three are passing grades, with values as explained in 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 assumption 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 assigned to boys and girls for the repeated subjects.
The hope was entertained in the original plan of this study to secure several other sorts of information about the repeaters, but these later proved to be unobtainable. The influence of repeating with the same teacher as contrasted with a change of teachers in the same subject, the comparative facts for the repetition with men or with women teachers, the varying results for the different sizes of classes, and the apparent effect of supervised study of some sort before or after failing, were all sought for in the records available; but the schools were not able to provide any definite and complete information of the sorts here specified.
_a. Size of Schedule and Results of Repeating_
It would seem plausible that the failing pupils who were permitted and who possessed the energy would want to take one or more extra subjects to balance the previous loss of credit due to failure. Then it becomes important at once for the administrative head to know whether the proportion of failures bears a definite relationship to the size of the pupil's schedule of subjects. A normal schedule for most purposes and for most of the schools includes, on the average, four subjects or twenty weekly hours. In this study the schedule which each individual school claimed as normal schedule, has been accepted as such, all larger schedules being considered extra size and all smaller ones reduced. For instance, in one of the schools five subjects are considered a normal schedule even though they totaled 24 points, which is not usual. But in the other schools a normal schedule includes the range from 18 to 22 points irrespective of those carried in the subjects outside of the classification included in this study; while above 22 points is an extra schedule and below 18 a reduced schedule in the same sense as above. For the most part this meant that five or more of such subjects form an extra schedule, and that three form a reduced schedule. In this manner all the repeated subjects are classed as part of a reduced, a normal, or an extra sized schedule as follows.
SIZE OF SCHEDULES FOR PUPILS TAKING REPEATED SUBJECTS
Total Reduced Normal Extra
3695 Boys 132 1762 1801 5001 Girls 164 2684 2153
Per Cent of Total 3.4 51.1 45.5
This distribution indicates that relatively few of the pupils take a reduced schedule in repeating. For the succeeding comparison with the grades of extra schedule pupils, those having a normal or reduced schedule are grouped together.
GRADES FOR SUBJECTS REPEATED BY FAILING PUPILS WHO CARRIED A REDUCED OR NORMAL SCHEDULE
Total Repetitions A B C D ..
1894 Boys 34 259 894 541 166 2848 Girls 44 361 1319 840 284 ---------------- Per Cent of Total 1.6 13.1 46.7 38.6
In this distribution are the grades for 4742 instances of repetition. Of these, 38.6 per cent fail to pass after repeating. It is not possible to say definitely how many of these pupils actually determine their schedule by a free choice, and how many are restricted by school authorities or by home influence. But certain it is that a policy of opposition exists in some schools and with some teachers to allowing repeaters to carry more than a prescribed schedule; and in most schools at least some form of discrimination or regulation is exercised in this matter. It will appear from the next distribution that a rule of uniformity in regard to size of schedule, without regard to the individual pupils, is here, as elsewhere, lacking in wisdom and is in disregard of the facts.
GRADES FOR THE SUBJECTS REPEATED, WITH AN EXTRA SCHEDULE
Total Repetitions A B C D ..
1801 Boys 29 288 969 462 53 2153 Girls 39 363 1191 497 63 ---------------- Per Cent of Total 1.7 16.6 54.5 27.2
Out of the 3,954 repeated subjects in this distribution, 72.8 per cent secure passing grades, 27.2 per cent result in failures. This means that the repeaters with an extra schedule have 11.4 per cent fewer failing grades than the repeaters who carry only a normal or a reduced schedule. They also excel in the percentage of A's and B's secured for repeated subjects. In only one of the eight schools was the reverse of these general facts found to be true. In one other school the difference was more than 2 to 1 in favor of the extra schedule repeaters as judged by the percentages of failure for each group. It seems that at least three factors operate to secure superior results for repeaters with heavier schedule. First, they are undoubtedly a more highly selected group in reference to ability and energy. Second, they have the advantage of the spur and the motivation which comes from the consciousness of a heavier responsibility, and from which emanates greater earnestness of effort. Third, it is probable that some teachers are more helpful and considerate in the aiding and grading of pupils who appear to be working hard. It is, at any rate, a plain fact that those who are willing and who are permitted to take extra work are the more successful. Excessive emphasis must not be placed on the latter requirement alone, as willingness frequently seems to be the only essential condition imposed.
_b. Later Grades in the Same Kind of Subjects, Following Repetition and Without It_
Next in importance to the degree of success attending the repetition of failing subjects is the effect which such repetition has upon the results in later subjects of the same kind. By tabulating separately the later grades in like subjects for those who had repeated and for those who had not repeated after failure, we have the basis for the following comparison of results. It should be stated at this point that by the same kind of subject is not meant a promiscuous grouping together of all language or of all history courses. But for languages a later course in the same language is implied, with the single exception that Latin and French are treated as though French were a mere continuation of the Latin preceding it. Certain other decisions are as arbitrary. Greek, Roman, and ancient history are considered as in the same class; so are modern, English, and American history. The general and the biological sciences are grouped together, but the physical sciences are distinguished as a separate group. The various commercial subjects are considered to be of the same kind only when they are the same subject. All mathematics subjects are regarded as the same kind of subjects except commercial arithmetic which is classed as a commercial subject. All the later marks given in what was regarded as the same kind of subject, are included in the two distributions of grades which follow.
LATER GRADES IN THE SAME KIND OF SUBJECT, AFTER FAILURE AND REPETITION OF THE SUBJECT
Total A B C D
2788 Boys 28 308 1441 1011 3489 Girls 33 307 1748 1401
Per Cent of Total .9 9.8 50.8 38.4
This distribution shows a marked tendency for failures in any subject to be accompanied by further failures (38.4 per cent), not only in the subjects for which it is a prerequisite but in subjects closely akin to it. If this tendency to succeeding failures is really dependent upon thoroughness in the preceding subject, then the repetition of the subject should offer an opportunity for greater thoroughness and should prove to be a distinct advantage in this regard. When we compare the percentage of failures above with that in the following distribution, we fail to find evidence of such an advantage in repetition. The continuity of failures by subjects and the ineffectiveness of repetition are pointed out by T.H. Briggs[42] as found in an unpublished study by J.H. Riley, showing that after repeating and passing the subjects of failure, 33 per cent of those who continued the subject failed again the next semester.
LATER GRADES IN THE SAME KIND OF SUBJECTS, FOLLOWING FAILURE BUT WITH NO REPETITION
Total A B C D
1269 Boys 5 102 639 523 1191 Girls 8 147 669 367
Per Cent of Total .5 10.1 53.1 36.2
Here the same pronounced tendency is disclosed for the occurrence of other subsequent failures in the subjects closely similar. But for this distribution of grades, secured without any preceding repetitions, the unsuccessful result is 2.2 per cent lower than that found for those who had repeated. This group is not so large in numbers as the one above, and undoubtedly there is some distinct element of pupil selection involved, for it is not easy to believe that the repetition should work a positive injury to the later grades. Nevertheless, our faith in the worth of unconditional repetitions should properly be disturbed by such disclosures.
_c. The Grades in Repeated Subjects and in the New Work, for the Same Semester and the Same Pupils_
If it is granted that the teachers of the repeaters are equally good as compared with the others, then the previous familiarity with the work that is being repeated might be expected to serve as an advantage in its favor when compared with the new and advanced work in other subjects. But the grades for the new and advanced work as presented below, and the grades for the repeated subjects as presented earlier in this chapter (section 1), deny the validity of such an assumption and give us a different version of the facts.
THE GRADES SECURED IN NEW WORK, AT SAME TIME AND BY SAME PUPILS AS THE GRADES SECURED IN THE REPEATED SUBJECTS
Total A B C D
11,029 Boys 256 2225 5543 3005 11,941 Girls 198 2064 6604 3075
Per Cent of Total 1.9 18.6 53.1 26.4
The facts not only show a lower percentage (by 6.9 per cent) of unsuccessful grades in the new work, but they also show a higher percentage of A's, of B's, and of C's than for the repeated subjects. There is definite suggestion here that often the particular subject of failure may be more responsible and more at fault than the particular pupil. Certainly uniformity and an arbitrary routine of tasks ignore the individual differences of interests and abilities. But by their greater and their repeated failures in the same deficient subjects (see p. 66) these pupils seem to have reasserted stoutly the facts ignored. They have been asked to repeat and repeat again subjects which they have already indicated their unfitness to handle successfully. This pursuance of an unsuccessful method is not good procedure in the business world. The doctor does not employ such methods.
_d. The Number and Results of Identical Repetitions_
It has become apparent before this that some pupils fail several times and in identical subjects because of their unsuccessful repetitions after each failure. Final success might at times justify multiplied repetitions, but in such instances it becomes increasingly important that the repetition should eventually end in success after the subject has been repeated two, three or four times. If such is not the result, then the method is at best a misdirection of energy; or still worse it is an irreparable error, expensive to the individual and the school alike, which only serves to accentuate the inequalities and perversions of opportunity imposed by an arbitrary requirement of the same subjects, the same methods, and the same scheme of education for all pupils alike, regardless of their capacities and interests. In using the term identical it is intended to designate just one unit of the course, as English I, or Latin II. The following table will disclose the facts as to the success resulting from each number of such successive and identical repetitions per pupil.
TABLE X
THE NUMBERS AND RESULTS OF REPEATED REPETITIONS, FOR IDENTICAL SUBJECTS
NO. OF Grades No Per Cent REPET. A B C D Grade Totals Failing 1 Boys 62 532 1727 880 216 3117 Girls 80 702 2329 1180 342 4633 32.5 2 Boys 1 15 106 77 3 202 Girls 3 17 154 89 2 265 36.6 3 Boys .. 0 26 33 0 59 Girls .. 5 19 36 3 63 59.0 4 Boys .. .. 4 11 .. 15 Girls .. .. 8 25 .. 33 75.0 5 Boys .. .. .. 2 .. 2 Girls .. .. .. 5 .. 5 100.0 6 Boys .. .. .. 0 .. 0 Girls .. .. .. 2 .. 2 100.0 Tot. Boys 63 547 1863 1003 219 3695 Girls 83 724 2510 1337 347 5001
Although a smaller number of pupils make each higher number of repetitions, a higher percentage of each successive group meets with final failure in the subject repeated, and the facts are indicative of what should be expected however large the numbers making such multiplied repetitions. It seems almost incredible that pupils should anywhere be required or permitted to make the fourth, fifth, or sixth repetition of subjects so manifestly certain of leading to further disappointment. It must be understood, too, that five and six repetitions means six and seven times over the same school work. The existence of such a situation testifies to a sort of deep-seated faith in the dependence of the pupil's educational salvation on the successful repetition of some particular school subject. It shows no recognition that the duty of the school is to give each pupil the type of training best suited to his individual endowments and limitations, and at the same time in keeping with the needs of society. Such indiscriminate repetition becomes a matter of thoughtless duplicating and operates, first, to increase the economic, educational, and human waste, where the school is especially the agency charged with conserving the greatest of our national resources. Second, it operates to fix more permanently the habit and attitude of failing for such pupils, and bequeaths to society the fruit of such maladjustments, which cannot fail to function frequently and seriously in the production of industrial dissatisfactions and misfits later in life. Such probabilities are merely in keeping with the psychological fact that habits once established are not likely to be easily lost. Indiscriminate repetition is an expensive way of failing to do the thing which it assumes to do.
Surely one finds in the preceding pages rather slight grounds to warrant the almost unqualified faith in repetition such as the school practice exhibits (Table X), or in the importance of the particular subjects so repeated. There may be evidence in this faith and practice of what Snedden[43] calls the "undue importance attached to the historic instruments of secondary education ... now taught mainly because of the ease with which they can be presented ... and which may have had little distinguishable bearing on the future achievement of those young people so gifted by nature as to render it probable that they should later become leaders." But such instruments will not lack direct bearing on the productions of failures for pupils whose interests and needs are but remotely served by such subjects.
A recent ruling in the department of secondary education,[44] in New York City, denies high school pupils permission "to repeat the same grade and type of work for the third consecutive time" after failing a second time. And further it is prescribed that "students who have failed twice in any given grade of a foreign language should be dropped from all classes in that language." Our findings in this study will seem to verify the wisdom of these rulings. Another ruling that "students who have failed successfully four prepared subjects should not be permitted to elect more than four in the succeeding term," or if they "have passed four subjects and failed in one," should be permitted to take five only provisionally, seems to judge the individual's capacities pretty much in terms of failure. We have found that for approximately 4,000 repetitions with an extra schedule, however or by whomever they may have been determined, the percentage getting A's and B's was higher and the percentage of failing was substantially lower than for approximately 4,700 repetitions with only three or four subjects for each schedule. It does not appear that the number of subjects is uniformly the factor of prime importance, or that such a ruling will meet the essential difficulty regarding failure. The failure in any subject will more often tend to indicate a specific difficulty rather than any general lack of 'ability plus application' relative to the number of subjects. The maladjustment is not so often in the size of the load as in the kind or composition of the load for the particular individual concerned. The burden is sometimes mastered by repeated trials. But often the particular adjustment needed is clearly indicated by the antecedent failures.
2. DISCONTINUANCE OF SUBJECT OR COURSE, AND THE SUBSTITUTION OF OTHERS
Earlier in this chapter appears the number and percentage of failures whose disposition was effected by discontinuance or by substitution. Twenty-four and five-tenths per cent of the failures were accounted for in this way. This grouping happens to be a rather complex one. Many of such pupils simply discontinue the course and then drop out of school. Some discontinue the subject but because they have extra credits take no substitute for it; others substitute in a general way to secure the needed credits but not specifically for the subject dropped. Only a few shift their credits to another curriculum. In some instances the subject is itself an extra one, and needs no substitute. For the graduating pupils only about 5 per cent of the failures are disposed of by discontinuing and by substitution of subjects. This fact may be due to the greater economy in examinations, or to the relatively inflexible school requirements for completing the prescribed work by repetition whether for graduation or for college entrance. In only one school was there a tendency to discontinue the subject failed in. So far as failures represent a definite maladjustment between the pupil and the school subject, the substitution of other work would seem to be the most rational solution of the difficulty.
A consideration of the success following a substitution of vocational or shop subjects, to replace the academic subjects of failure, offers an especially promising theme for study. No opportunity was offered in the scope of this study to include that sort of inquiry, but its possibilities are recognized and acknowledged herein as worthy of earnest attention. In only two of the eight schools was any shop-work offered, and only one of these could probably claim vocational rank. Apart from the difficulty in reference to comparability of standards, there were not more than a negligible number of cases of such substitution, due partly to the relative recency in the offering of any vocational work. In this reference a report comes from W.D. Lewis of an actual experiment[45] in which "fifty boys of the school loafer type ... selected because of their prolific record in failure--as they had proved absolute failures in the traditional course--were placed in charge of a good red-blooded man in a thoroughly equipped wood work shop." "The shop failed to reach just one." At the same time the academic work improved. One cannot be sure of how much to credit the type of work and how much the red-blooded man for such results. But we may feel sure of further contributions of this sort in due time.
3. EMPLOYMENT OF SCHOOL EXAMINATIONS
The school examinations employed to dispose of the failures are of two types. The 'final' semester examination, employed by certain schools and required of pupils who have failed, operates to remove the previous failure for that semester of the subject. The success of this plan is not high, because of the insufficient time available to make any adequate reparation for the failures already charged. Of the 1,657 examinations of this kind to satisfy for failures, 30.7 per cent result in success. The boys are more successful than the girls by 4.5 per cent. This particular procedure is not employed by more than two of the eight schools. The other form of school examination employed for disposing of failures is the special examination, usually following some definite preparation, and given at the discretion of the teacher or department head. Its employment seems also to be limited pretty much to two of the schools, because for most of the subjects the Regents' examinations tend to displace it in the schools of the New York State and City systems. As only the successes were sure of being recorded in these tests we do not know the percentage of success attributable to this plan of removing failures. It probably deserves to be credited with a fairly high degree of success, for relatively few pupils (less than 200) utilize it, and then frequently after some extra preparation or study--such as summer school courses or tutoring. These two forms of school examinations jointly yield 37.5 per cent of successes on the number attempted, so far as such are recorded.
4. THE SERVICE RENDERED BY THE REGENTS' EXAMINATIONS IN NEW YORK STATE
Whatever may be the merits or demerits of the Regents' examination system in general for academic school subjects, these tests certainly perform a saving function for the failing pupils, by promptly rectifying so many of their school failures and thus rescuing them from the burden of expensive repetition. A pupil's success in the Regents' examination has the immediate effect of satisfying the school failure charged to him. At the same time, it is possible, as is sometimes asserted, that the anticipation of these tests inclines some teachers to a more gratuitous distribution of failing marks as a spur to their pupils to brace up and perform well in reference to the Regents' questions. However, there is no trace of that policy found so far as the schools included in this study are concerned. For the three New Jersey schools considered jointly have a higher percentage of failing pupils, and a slightly higher average in the number of failures for each failing pupil than have the three New York State schools.
But it is more probable that the attitude referred to operates to exclude the failing pupils from being freely permitted to enter the Regents' tests in the failing subjects, and thus to restrain them from what threatens to lower the school percentage of successful papers, except that in New York City such discrimination is prohibited.[46] On the percentages of success for these examination results teachers and even schools are wont to be popularly judged. Annual school reports may feature the passing percentage for the school in Regents' examinations, with a spirit of pride or rivalry, but with no word of what that percentage costs as real cost must be reckoned. It is interesting to note in this connection that the percentage of unsuccessful repetitions for the three New Jersey schools is 13.7 per cent lower than for the three New York schools. In addition to this, for the latter schools 22 per cent more of the subject failures are repeated than for the former ones mentioned. It is important also to bear in mind that the success percentage for the Regents' tests is computed on the number admitted to the examinations--not on the number instructed in the subject. The regulations are flexible and admit of considerable latitude in matters of classification and interpretation. Accordingly, if it happens anywhere in the state that those who are the less promising candidates, in the teacher's judgment, are debarred from attempting Regents' examinations by failing marks, by demotion and exclusion from their class, or by other means, the school's percentage of pupils passing may be kept high as a result, but the injustice worked upon the pupil in such manner is vicious and reprehensible. Yet the whole intolerableness of the practice will center in the rule for exclusion of pupils from these examinations because of school failure. No one can predict with any safe degree of certainty that the outcome of any individual's efforts will be a failure in the Regents' tests, even though he has failed in a school subject. If failure should happen to result, it is chiefly the school pride that suffers; if the pupil is denied a free trial, he may suffer an injustice to aid the pretension of the school. Our school sanctions are not characterized by such acumen or infallibility as to warrant our refusing to give a pupil the benefit of the doubt. He is entitled to his chance to win success in these examinations if he is able, and it appears that only results in the Regents' tests can be truly trusted to tell us that he is or is not able to pass them.
The facts depicted here may lead to the belief that the recorded success in Regents' examinations may sometimes be artificially high, due to the subtle influences at work to make it so. In New York City absence is the sole condition for debarring any pupil, since he must have pursued a subject the prescribed time. Such a ruling is highly commendable, and it should not in fairness to the pupil be otherwise anywhere in the state. The following distribution discloses that 72.8 per cent of the 3,085 failing pupils who were recorded as taking the Regents' examinations were successful, and that 78 per cent of those succeeding passed in the same semester in which the school failure occurred.
SUCCESS OF THE FAILING PUPILS IN THE REGENTS' EXAMINATIONS
Pass the Pass a Fail First, Same Semester Later Semester then Pass Only Fail
1333 Boys 809 143 38 343 1752 Girls 946 193 117 496 ------------------------------------------ Per Cent of Total 72.8 27.2
The divisions of the above distribution are distinct, with no overlapping or double counting. Of the pupils who pass these examinations in a later semester than that in which the failure occurs, a major part belong to the two schools which restrict their pupils mainly to a repetition of the subject after failing before they attempt the Regents' tests. Otherwise many of them would pass the Regents' examinations at once, as in the other schools, and would not need to repeat the subject. It was pointed out in the initial part of this chapter that 3.2 per cent of the instances of failure were followed by both repetition and examination. In one of the two schools referred to 90.8 per cent of the pupils failing and later taking Regents' examinations repeat the subject first. That most of such repetition is almost entirely needless is suggested by the fact that only 2.1 per cent more of their pupils pass, of the ones attempting, than of the total number reported above, and that too in spite of the loss of pupils' time and public money by such repetition. It may be, and doubtless is, true that an occasional omission occurs in recording the results after such tests have been taken, but, since it is the avowed policy of each school to have complete records for their own constant reference (excepting that the practice of the smallest of the five units was not to record the Regents' failures, and for this school they had to be estimated), the failing results would not be expected to be omitted more often than the successes, so that only the totals would be perceptibly affected by such errors.
One may rightly be permitted to speculate a bit here as to the most probable reaction of the pupil in regard to his respect for the school standards and for the judgment and opinion of his teacher, when he so readily and repeatedly passes the official state tests almost immediately after his school has classed his work as of failing quality. Perhaps it becomes easier for him to feel that failure is not a serious matter but an almost necessary incident that accompanies the expectations of the usual school course, just as gout is sometimes regarded as a mere contingency of ease and plenty. If such be true, and the evidence establishes a strong probability that it is, then it is not a helpful attitude to develop in the pupil nor one of benefit to the school and to society.
5. CONTINUATION OF SUBJECT WITHOUT REPETITION
A limited number of records were available in one school for the pupils who failed in the first semester of a subject, and who were permitted to continue the subject conditionally a second semester without first repeating it. Not all pupils were given this privilege, and the conditions of selection were not very definite beyond a sort of general confidence and promise relative to the pupil. The after-school conference was the only specific means provided for aiding such pupils. But 52 per cent of such subjects were passed in this manner, and the subsequent passing compensated for the previous failure as to school credit.
GRADES FOR FAILING PUPILS WHO CONTINUE THE SUBJECT WITHOUT REPETITION
A B C D
259 Boys .. 7 133 119 249 Girls .. 3 119 125 ------------------ Per Cent of Total .. 52 48
A difference of judgments may prevail as to the significance of these facts. Although the passing grades secured are not high, 52 per cent have thus been relieved from the subject repetition, which on the average results in 33.3 per cent of failures, as has been noted in section 1 of this chapter.
A much more ingenious device for enabling at least some pupils to escape the repetition and yet to continue the subject was discovered in one school, in which it had been employed. Briefly stated, the scheme involved a nominal passing grade of 70 per cent, but a passing average of 75 per cent; and so long as the average was attained, the grade in one or two of the subjects might be permitted to drop as low as 60 per cent. Then in the event of a lower average than 75 per cent, it might be raised by a new test in the favorite or easiest subject, rather than in the low subject. By this scheme the grades could be so juggled as to escape repetition or other direct form of reparation in spite of repeated failures, unless perchance the grades fell below 60 per cent. By a change of administration in the school this whole scheme has been superseded. But it had been utilized to the extent that the records for this school showed practically no repetitions for the failing pupils.
A SUMMARY OF CHAPTER V
Among the school agencies for disposing of the failures, repetition of the subject is the most extensively employed.
Thirty-three and three-tenths per cent of the repeated grades are repeated failures.
Few of the repeaters take reduced schedules.
The repeaters with an extra schedule are more successful in each of the passing grades, and have 11.4 per cent less failures than repeaters with a normal or reduced schedule.
In the later subjects of the same kind, after failure and repetition, the unsuccessful grades are 2.2 per cent higher than for a similar situation without any repetition.
The grades in new work for repeaters are markedly superior to those in the repeated subjects, for the same semester.
As the number of identical repetitions are increased (as high as six), the percentage of final failure rapidly rises.
The emphasis placed on repetition is excessive, and the faith displayed in it by school practice is unwarranted by the facts.
Relatively few of the failing pupils who continue in school discontinue the subject or substitute another after failure.
School examinations are employed for 10.3 per cent of the failures, with 37.5 per cent of success on the attempts.
The Regents' examinations are employed for 17.2 per cent of the failures, of which 72.8 per cent succeed in passing, and in most cases immediately after the school failure.
Of those who continue the subject of failure without any repetition 52 per cent get passing grades.
No form of school compensation can be considered as adequate which does not adapt the treatment to the kind and cause of the malady, as manifested by the failure symptoms.
REFERENCES:
42. Briggs, T.H. Report on Secondary Education, U.S. Comm. of Educ. Report, 1914.
43. Snedden, D. In Johnson's _Modern High School._ II, 24, 26.
44. Official Bulletin on Promotion and Students' Programs, 1917, from Assoc. Supt. in Charge of Secondary Schools, for N.Y. City.
45. Lewis, W.D. _Democracy's High School_, p. 45.
46. Ruling of Board of Supt's., New York City, June, 1917.