TABLE 12
Correlation of Time Expenditures with Abilities
| Without Home Study { | Reasoning and Time Expenditure | −.01 |
| Fundamentals and Time Expenditure | .09 | |
| Including Home Study { | Reasoning and Time Expenditure | .13 |
| Fundamentals and Time Expenditure | .49 | |
These correlations, it should be borne in mind, are for school systems, not for individual pupils. It might be that, though the system which devoted the most time to arithmetic did not show corresponding superiority in the product over the system devoting only half as much time, the pupils within the system did achieve in exact proportion to the time they gave to study. Neither correlation would permit inference concerning the effect of different amounts of time spent by the same pupil.
Stone considered also the printed announcements of the courses of study in arithmetic in these twenty-six systems. Nineteen judges rated these announced courses of study for excellence according to the instructions quoted below:—
CONCERNING THE RATING OF COURSES OF STUDY
Judges please read before scoring
I. Some Factors Determining Relative Excellence.
(N. B. The following enumeration is meant to be suggestive rather than complete or exclusive. And each scorer is urged to rely primarily on his own judgment.)
1. Helpfulness to the teacher in teaching the subject matter outlined.