| 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.