Grateful acknowledgment is due the principals of each of the high schools whose records are included in this study, for the courteous and helpful attitude which they and their assistants manifested in the work of securing the data. Thanks are due Dr. John S. Tildsley for his generous permission to consult the records in each or any of the New York City high schools. But the fullest appreciation is felt and acknowledged for the ready criticism and encouragement received from Professor Thomas H. Briggs and Professor George D. Strayer at each stage from the inception to the completion of this study.
F.P.O.
CONTENTS
[I.]—THE GENERAL INTRODUCTION OF THE SUBJECT | ||
|---|---|---|
| PAGE | ||
| [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? | ||
| [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? | ||
| [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? | ||
| [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? | ||
| [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? | ||
| [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? | ||
| [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] |