[I.]—THE GENERAL INTRODUCTION OF THE SUBJECT |
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| [1.] | The Relevance of This Study | [1] |
| [2.] | The Meaning of Failure in This Study | [3] |
| [3.] | Scope and Content of the Field Covered | [4] |
| [4.] | Sources of the Data Employed | [6] |
| [5.] | Selection and Reliability of These Sources | [8] |
| [6.] | Summary of Chapter, and References | [11] |
[II.]—HOW EXTENSIVE ARE THE FAILURES OF THE HIGH SCHOOL PUPILS? |
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| [1.] | A Distribution of All Entrants in Reference to Failure | [12] |
| [2.] | The Later Distribution of the Pupils by Semesters | [14] |
| [3.] | The Distribution of the Failures—by Ages and by Semesters | [14] |
| [4.] | Distribution of the Failures by Subjects | [19] |
| [5.] | The Pupils Dropping Out—Time and Age | [24] |
| [6.] | Summary of Chapter, and References | [27] |
[III.]—WHAT BASIS IS DISCOVERABLE FOR A PROGNOSIS OF THE OCCURRENCE OR THE NUMBER OF FAILURES? |
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| [1.] | Some Possible Factors—Attendance, Mental and Physical Defects, Size of Classes | [29] |
| [2.] | Employment of the School Entering Age for the Purpose of Prognosis | [31] |
| [3.] | The Percentage of Failure at Each Age on the Possibility of Failures for That Age | [36] |
| [4.] | The Initial Record in High School | [37] |
| [5.] | Prognosis of Failure by Subject Selection | [39] |
| [6.] | The Time Period and the Number of Failures | [40] |
| [7.] | Similarity of Facts for Boys and Girls | [45] |
| [8.] | Summary of Chapter, and References | [45] |
[IV.]—HOW MUCH IS GRADUATION OR THE PERSISTENCE IN SCHOOL CONDITIONED BY THE OCCURRENCE OR BY THE NUMBER OF FAILURES? |
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| [1.] | Comparison of the Failing and the Non-failing Groups in Reference to Graduation and Persistence | [48] |
| [2.] | The Number of Failures and the Years Required to Graduate | [49] |
| [3.] | The Number of Failures and the Semesters of Dropping Out, for Non-graduates | [51] |
| [4.] | The Percentages That the Non-graduate Groups Form of the Pupils Who Have Each Successively Higher Number of Failures | [55] |
| [5.] | Time Extension for the Failing Graduates | [56] |
| [6.] | Summary of Chapter, and References | [57] |
[V.]—ARE THE SCHOOL AGENCIES EMPLOYED IN REMEDYING THE FAILURES ADEQUATE FOR THE PURPOSE? |
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| [1.] | Repetition as a Remedy for Failures | [60] |
| | [a.] Size of Schedule and Results of Repeating. | |
| | [b.] Later Grades in the Same Kind of Subjects, Following Repetition and Without it. | |
| | [c.] The Grades in Repeated Subjects and in New Work. | |
| | [d.] The Number and Results of Identical Repetitions. | |
| [2.] | Discontinuance of the Subject or Course, and the Substitution of Others | [68] |
| [3.] | The Employment of School Examinations | [69] |
| [4.] | The Service Rendered by the Regents' Examinations in New York | [70] |
| [5.] | Continuation of Subjects Without Repetition or Examination | [73] |
| [6.] | Summary of Chapter, and References | [74] |
[VI.]—DO THE FAILURES REPRESENT A LACK OF CAPABILITY OR OF FITNESS FOR HIGH SCHOOL WORK ON THE PART OF THOSE PUPILS? |
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| [1.] | Some Are Evidently Misfits | [76] |
| [2.] | Most of the Failing Pupils Lack Neither Ability nor Earnestness | [77] |
| [3.] | The School Emphasis and the School Failures Are Both Culminative in Particular School Subjects | [81] |
| [4.] | An Indictment Against the Subject-Matter and the Teaching Ends as Factors in Producing Failures | [83] |
| [5.] | Summary of Chapter, and References | [85] |
[VII.]—WHAT TREATMENT IS SUGGESTED BY THE DIAGNOSIS OF THE FACTS OF FAILURE? |
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| [1.] | Organization and Adaptation in Recognition of the Individual Differences in Abilities and Interests | [87] |
| [2.] | Faculty Student Advisers from the Time of Entrance | [89] |
| [3.] | Greater Flexibility and Differentiation Required | [90] |
| [4.] | Provision for the Direction of the Pupils' Study | [92] |
| [5.] | A Greater Recognition and Exposition of the Facts as Revealed by Accurate and Complete School Records | [94] |
| [6.] | Summary of Chapter, and References | [96] |