PERCENTAGES OF PUPILS FAILING, BY SEMESTERS. (St. Paul)
| SEMESTERS | ||||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| English and Math | 17.8 | 18.0 | 16.3 | 16.9 | 8.1 | 14.0 | . . | . . |
| Latin, German, French | 17.6 | 17.5 | 15.1 | 7.6 | 3.0 | . . | . . | . . |
Apparently the full story has by no means been told when we simply say that there is a general decline in the percentages of failure by years or semesters. First, the failures of the drop-outs should be included, so far as it is at all feasible; second, the percentage should be based on the total enrollment in the subject, not on the final product, if we wish to disclose the real situation; third, the continuous or required subjects should be distinguished in order to give a full statement of the facts. On [page 41] are presented the percentages of failure for the 1,125 failing graduates alone, as found in this study, the greater portion of whose work, as it actually happened, consisted of 3- and 4-year subjects continuous from the time of entrance, and for whom the percentages of failure increase to the ninth semester.
7. SIMILARITY OF FACTS FOR BOYS AND GIRLS
Nowhere is there any definite indication that any of these factors of prognosis operates more distinctly or more pronouncedly on either boys or girls. Some variations do occur, but differences between the sexes in personal attitudes, social interests, or conventional standards may account for slight differences such as have been already noted. To simplify the statement of facts, no comparison of facts for boys and girls has, in general, been attempted where there was only similarity to be shown.
A SUMMARY OF CHAPTER III
The influence of non-attendance as a factor in school failure is partly provided for here, but no statistical data were secured.
The percentage of physical and mental defects are doubtless comparatively small for high school pupils except in the case of vision.