ARE THE SCHOOL AGENCIES EMPLOYED IN REMEDYING FAILURES ADEQUATE FOR THE
PURPOSE?
The caption of this chapter suggests the inquiry as to what are the
agencies employed by the school for this purpose, and how extensively
does each function? The different means employed and the number
attempting in the various ways to satisfy for the failures charged are
classified and stated below, but the success of each method is
considered later in its turn. One might think also of time extension,
night school, summer school, correspondence courses, and tutoring as
possible factors deserving to be included here in the list of remedies
for failures made. The matter of time extension has already been partly
treated in Chapter IV, while the facts for the other agencies mentioned
are rather uncertain and difficult to trace on the records. However,
they all tend to eventuate finally in one of the methods noted below.
THE DISPOSITION MADE OF THE SCHOOL FAILURES
Repeat School Exam. Contin. Both
Total No. the Final or Regents' Discon. or No Repeat
Failures Subject Spec. Exam's. Substitution Repet. and
or Exam. Exam.
8348 B. 3695 821 1333 2471 259 231
9612 G. 5001 1025 1752 1929 249 344
Per Cent
of Total 48.4 10.3 17.2 24.5 2.8 3.2
It is obvious from these percentages that school practice puts an
inclusive faith in the repetition of the subject, as 48.4 per cent of
all the failures are referred to this one remedy for the purpose of
being rectified, although one school made practically no use of this
means (see section 5 of this chapter). We shall proceed to find how
effectively it operates and how much this faith is warranted by the
results. The cases above designated as both repeating and taking
examination (3.2 per cent) have been counted twice, and their
percentage must be subtracted from the sum of the percentages in order
to give 100 per cent.
1. REPETITION AS A REMEDY FOR FAILURES
We already know how many of the failing pupils repeat the subject of
failure, but the success attending such repetition is entitled to
further attention. Accordingly, the grades received in the 8,696
repetitions are presented here.
GRADES SECURED IN THE SUBJECTS REPEATED
GRADES
Total Repetitions A B C D INC.
3695 Boys 63 547 1863 1003 219
5001 Girls 83 724 2510 1337 347
-----------------
Per Cent of Total 1.7 14.7 50.3 33.3
Less than 2 per cent of the repeaters secure A's, while only about 1 in
6 ever secures either an A or a B. The first three are passing grades,
with values as explained in Chapter I, and D represents failure. Of the
repeated subjects 33.3 per cent result in either a D or an unfinished
status. It is a fair assumption that the unfinished grade usually bore
pretty certain prospects of being a failing grade if completed, and it
is so treated here. There is a difference of less than 1 per cent in
the failures assigned to boys and girls for the repeated subjects.
The hope was entertained in the original plan of this study to secure
several other sorts of information about the repeaters, but these later
proved to be unobtainable. The influence of repeating with the same
teacher as contrasted with a change of teachers in the same subject,
the comparative facts for the repetition with men or with women
teachers, the varying results for the different sizes of classes, and
the apparent effect of supervised study of some sort before or after
failing, were all sought for in the records available; but the schools
were not able to provide any definite and complete information of the
sorts here specified.
_a. Size of Schedule and Results of Repeating_
It would seem plausible that the failing pupils who were permitted and
who possessed the energy would want to take one or more extra subjects
to balance the previous loss of credit due to failure. Then it becomes
important at once for the administrative head to know whether the
proportion of failures bears a definite relationship to the size of the
pupil's schedule of subjects. A normal schedule for most purposes and
for most of the schools includes, on the average, four subjects or
twenty weekly hours. In this study the schedule which each individual
school claimed as normal schedule, has been accepted as such, all
larger schedules being considered extra size and all smaller ones
reduced. For instance, in one of the schools five subjects are
considered a normal schedule even though they totaled 24 points, which
is not usual. But in the other schools a normal schedule includes the
range from 18 to 22 points irrespective of those carried in the
subjects outside of the classification included in this study; while
above 22 points is an extra schedule and below 18 a reduced schedule in
the same sense as above. For the most part this meant that five or more
of such subjects form an extra schedule, and that three form a reduced
schedule. In this manner all the repeated subjects are classed as part
of a reduced, a normal, or an extra sized schedule as follows.
SIZE OF SCHEDULES FOR PUPILS TAKING REPEATED SUBJECTS
Total Reduced Normal Extra
3695 Boys 132 1762 1801
5001 Girls 164 2684 2153
Per Cent of Total 3.4 51.1 45.5
This distribution indicates that relatively few of the pupils take a
reduced schedule in repeating. For the succeeding comparison with the
grades of extra schedule pupils, those having a normal or reduced
schedule are grouped together.
GRADES FOR SUBJECTS REPEATED BY FAILING PUPILS WHO CARRIED
A REDUCED OR NORMAL SCHEDULE
Total Repetitions A B C D ..
1894 Boys 34 259 894 541 166
2848 Girls 44 361 1319 840 284
----------------
Per Cent of Total 1.6 13.1 46.7 38.6
In this distribution are the grades for 4742 instances of repetition.
Of these, 38.6 per cent fail to pass after repeating. It is not
possible to say definitely how many of these pupils actually determine
their schedule by a free choice, and how many are restricted by school
authorities or by home influence. But certain it is that a policy of
opposition exists in some schools and with some teachers to allowing
repeaters to carry more than a prescribed schedule; and in most schools
at least some form of discrimination or regulation is exercised in this
matter. It will appear from the next distribution that a rule of
uniformity in regard to size of schedule, without regard to the
individual pupils, is here, as elsewhere, lacking in wisdom and is in
disregard of the facts.
GRADES FOR THE SUBJECTS REPEATED, WITH AN EXTRA SCHEDULE
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.
_c. The Grades in Repeated Subjects and in the New Work, for the Same
Semester and the Same Pupils_
If it is granted that the teachers of the repeaters are equally good as
compared with the others, then the previous familiarity with the work
that is being repeated might be expected to serve as an advantage in
its favor when compared with the new and advanced work in other
subjects. But the grades for the new and advanced work as presented
below, and the grades for the repeated subjects as presented earlier in
this chapter (section 1), deny the validity of such an assumption and
give us a different version of the facts.
THE GRADES SECURED IN NEW WORK, AT SAME TIME AND BY SAME PUPILS
AS THE GRADES SECURED IN THE REPEATED SUBJECTS
Total A B C D
11,029 Boys 256 2225 5543 3005
11,941 Girls 198 2064 6604 3075
Per Cent of Total 1.9 18.6 53.1 26.4
The facts not only show a lower percentage (by 6.9 per cent) of
unsuccessful grades in the new work, but they also show a higher
percentage of A's, of B's, and of C's than for the repeated subjects.
There is definite suggestion here that often the particular subject of
failure may be more responsible and more at fault than the particular
pupil. Certainly uniformity and an arbitrary routine of tasks ignore
the individual differences of interests and abilities. But by their
greater and their repeated failures in the same deficient subjects (see
p. 66) these pupils seem to have reasserted stoutly the facts ignored.
They have been asked to repeat and repeat again subjects which they
have already indicated their unfitness to handle successfully. This
pursuance of an unsuccessful method is not good procedure in the
business world. The doctor does not employ such methods.
_d. The Number and Results of Identical Repetitions_
It has become apparent before this that some pupils fail several times
and in identical subjects because of their unsuccessful repetitions
after each failure. Final success might at times justify multiplied
repetitions, but in such instances it becomes increasingly important
that the repetition should eventually end in success after the subject
has been repeated two, three or four times. If such is not the result,
then the method is at best a misdirection of energy; or still worse it
is an irreparable error, expensive to the individual and the school
alike, which only serves to accentuate the inequalities and perversions
of opportunity imposed by an arbitrary requirement of the same
subjects, the same methods, and the same scheme of education for all
pupils alike, regardless of their capacities and interests. In using
the term identical it is intended to designate just one unit of the
course, as English I, or Latin II. The following table will disclose
the facts as to the success resulting from each number of such
successive and identical repetitions per pupil.
TABLE X
THE NUMBERS AND RESULTS OF REPEATED REPETITIONS, FOR IDENTICAL SUBJECTS
NO. OF Grades No Per Cent
REPET. A B C D Grade Totals Failing
1 Boys 62 532 1727 880 216 3117
Girls 80 702 2329 1180 342 4633 32.5
2 Boys 1 15 106 77 3 202
Girls 3 17 154 89 2 265 36.6
3 Boys .. 0 26 33 0 59
Girls .. 5 19 36 3 63 59.0
4 Boys .. .. 4 11 .. 15
Girls .. .. 8 25 .. 33 75.0
5 Boys .. .. .. 2 .. 2
Girls .. .. .. 5 .. 5 100.0
6 Boys .. .. .. 0 .. 0
Girls .. .. .. 2 .. 2 100.0
Tot. Boys 63 547 1863 1003 219 3695
Girls 83 724 2510 1337 347 5001
Although a smaller number of pupils make each higher number of
repetitions, a higher percentage of each successive group meets with
final failure in the subject repeated, and the facts are indicative of
what should be expected however large the numbers making such
multiplied repetitions. It seems almost incredible that pupils should
anywhere be required or permitted to make the fourth, fifth, or sixth
repetition of subjects so manifestly certain of leading to further
disappointment. It must be understood, too, that five and six
repetitions means six and seven times over the same school work. The
existence of such a situation testifies to a sort of deep-seated faith
in the dependence of the pupil's educational salvation on the
successful repetition of some particular school subject. It shows no
recognition that the duty of the school is to give each pupil the type
of training best suited to his individual endowments and limitations,
and at the same time in keeping with the needs of society. Such
indiscriminate repetition becomes a matter of thoughtless duplicating
and operates, first, to increase the economic, educational, and human
waste, where the school is especially the agency charged with
conserving the greatest of our national resources. Second, it operates
to fix more permanently the habit and attitude of failing for such
pupils, and bequeaths to society the fruit of such maladjustments,
which cannot fail to function frequently and seriously in the
production of industrial dissatisfactions and misfits later in life.
Such probabilities are merely in keeping with the psychological fact
that habits once established are not likely to be easily lost.
Indiscriminate repetition is an expensive way of failing to do the
thing which it assumes to do.
Surely one finds in the preceding pages rather slight grounds to
warrant the almost unqualified faith in repetition such as the school
practice exhibits (Table X), or in the importance of the particular
subjects so repeated. There may be evidence in this faith and practice
of what Snedden[43] calls the "undue importance attached to the
historic instruments of secondary education ... now taught mainly
because of the ease with which they can be presented ... and which may
have had little distinguishable bearing on the future achievement of
those young people so gifted by nature as to render it probable that
they should later become leaders." But such instruments will not lack
direct bearing on the productions of failures for pupils whose
interests and needs are but remotely served by such subjects.
A recent ruling in the department of secondary education,[44] in New
York City, denies high school pupils permission "to repeat the same
grade and type of work for the third consecutive time" after failing a
second time. And further it is prescribed that "students who have failed
twice in any given grade of a foreign language should be dropped from
all classes in that language." Our findings in this study will seem to
verify the wisdom of these rulings. Another ruling that "students who
have failed successfully four prepared subjects should not be permitted
to elect more than four in the succeeding term," or if they "have
passed four subjects and failed in one," should be permitted to take
five only provisionally, seems to judge the individual's capacities
pretty much in terms of failure. We have found that for approximately
4,000 repetitions with an extra schedule, however or by whomever they
may have been determined, the percentage getting A's and B's was
higher and the percentage of failing was substantially lower than for
approximately 4,700 repetitions with only three or four subjects for
each schedule. It does not appear that the number of subjects is
uniformly the factor of prime importance, or that such a ruling will
meet the essential difficulty regarding failure. The failure in any
subject will more often tend to indicate a specific difficulty rather
than any general lack of 'ability plus application' relative to the
number of subjects. The maladjustment is not so often in the size of
the load as in the kind or composition of the load for the particular
individual concerned. The burden is sometimes mastered by repeated
trials. But often the particular adjustment needed is clearly indicated
by the antecedent failures.
2. DISCONTINUANCE OF SUBJECT OR COURSE, AND THE SUBSTITUTION OF OTHERS
Earlier in this chapter appears the number and percentage of failures
whose disposition was effected by discontinuance or by substitution.
Twenty-four and five-tenths per cent of the failures were accounted for
in this way. This grouping happens to be a rather complex one. Many of
such pupils simply discontinue the course and then drop out of school.
Some discontinue the subject but because they have extra credits take
no substitute for it; others substitute in a general way to secure the
needed credits but not specifically for the subject dropped. Only a few
shift their credits to another curriculum. In some instances the
subject is itself an extra one, and needs no substitute. For the
graduating pupils only about 5 per cent of the failures are disposed of
by discontinuing and by substitution of subjects. This fact may be due
to the greater economy in examinations, or to the relatively inflexible
school requirements for completing the prescribed work by repetition
whether for graduation or for college entrance. In only one school was
there a tendency to discontinue the subject failed in. So far as
failures represent a definite maladjustment between the pupil and the
school subject, the substitution of other work would seem to be the
most rational solution of the difficulty.
A consideration of the success following a substitution of vocational
or shop subjects, to replace the academic subjects of failure, offers
an especially promising theme for study. No opportunity was offered in
the scope of this study to include that sort of inquiry, but its
possibilities are recognized and acknowledged herein as worthy of
earnest attention. In only two of the eight schools was any shop-work
offered, and only one of these could probably claim vocational rank.
Apart from the difficulty in reference to comparability of standards,
there were not more than a negligible number of cases of such
substitution, due partly to the relative recency in the offering of any
vocational work. In this reference a report comes from W.D. Lewis of an
actual experiment[45] in which "fifty boys of the school loafer type
... selected because of their prolific record in failure--as they had
proved absolute failures in the traditional course--were placed in
charge of a good red-blooded man in a thoroughly equipped wood work
shop." "The shop failed to reach just one." At the same time the
academic work improved. One cannot be sure of how much to credit the
type of work and how much the red-blooded man for such results. But we
may feel sure of further contributions of this sort in due time.
3. EMPLOYMENT OF SCHOOL EXAMINATIONS
The school examinations employed to dispose of the failures are of two
types. The 'final' semester examination, employed by certain schools
and required of pupils who have failed, operates to remove the previous
failure for that semester of the subject. The success of this plan is
not high, because of the insufficient time available to make any
adequate reparation for the failures already charged. Of the 1,657
examinations of this kind to satisfy for failures, 30.7 per cent result
in success. The boys are more successful than the girls by 4.5 per
cent. This particular procedure is not employed by more than two of the
eight schools. The other form of school examination employed for
disposing of failures is the special examination, usually following
some definite preparation, and given at the discretion of the teacher
or department head. Its employment seems also to be limited pretty much
to two of the schools, because for most of the subjects the Regents'
examinations tend to displace it in the schools of the New York State
and City systems. As only the successes were sure of being recorded in
these tests we do not know the percentage of success attributable to
this plan of removing failures. It probably deserves to be credited
with a fairly high degree of success, for relatively few pupils (less
than 200) utilize it, and then frequently after some extra preparation
or study--such as summer school courses or tutoring. These two forms of
school examinations jointly yield 37.5 per cent of successes on the
number attempted, so far as such are recorded.
4. THE SERVICE RENDERED BY THE REGENTS' EXAMINATIONS IN NEW YORK STATE
Whatever may be the merits or demerits of the Regents' examination
system in general for academic school subjects, these tests certainly
perform a saving function for the failing pupils, by promptly
rectifying so many of their school failures and thus rescuing them from
the burden of expensive repetition. A pupil's success in the Regents'
examination has the immediate effect of satisfying the school failure
charged to him. At the same time, it is possible, as is sometimes
asserted, that the anticipation of these tests inclines some teachers
to a more gratuitous distribution of failing marks as a spur to their
pupils to brace up and perform well in reference to the Regents'
questions. However, there is no trace of that policy found so far as
the schools included in this study are concerned. For the three New
Jersey schools considered jointly have a higher percentage of failing
pupils, and a slightly higher average in the number of failures for
each failing pupil than have the three New York State schools.
But it is more probable that the attitude referred to operates to
exclude the failing pupils from being freely permitted to enter the
Regents' tests in the failing subjects, and thus to restrain them from
what threatens to lower the school percentage of successful papers,
except that in New York City such discrimination is prohibited.[46] On
the percentages of success for these examination results teachers and
even schools are wont to be popularly judged. Annual school reports may
feature the passing percentage for the school in Regents' examinations,
with a spirit of pride or rivalry, but with no word of what that
percentage costs as real cost must be reckoned. It is interesting to
note in this connection that the percentage of unsuccessful repetitions
for the three New Jersey schools is 13.7 per cent lower than for the
three New York schools. In addition to this, for the latter schools 22
per cent more of the subject failures are repeated than for the former
ones mentioned. It is important also to bear in mind that the success
percentage for the Regents' tests is computed on the number admitted to
the examinations--not on the number instructed in the subject. The
regulations are flexible and admit of considerable latitude in matters
of classification and interpretation. Accordingly, if it happens
anywhere in the state that those who are the less promising candidates,
in the teacher's judgment, are debarred from attempting Regents'
examinations by failing marks, by demotion and exclusion from their
class, or by other means, the school's percentage of pupils passing may
be kept high as a result, but the injustice worked upon the pupil in
such manner is vicious and reprehensible. Yet the whole intolerableness
of the practice will center in the rule for exclusion of pupils from
these examinations because of school failure. No one can predict with
any safe degree of certainty that the outcome of any individual's
efforts will be a failure in the Regents' tests, even though he has
failed in a school subject. If failure should happen to result, it is
chiefly the school pride that suffers; if the pupil is denied a free
trial, he may suffer an injustice to aid the pretension of the school.
Our school sanctions are not characterized by such acumen or
infallibility as to warrant our refusing to give a pupil the benefit of
the doubt. He is entitled to his chance to win success in these
examinations if he is able, and it appears that only results in the
Regents' tests can be truly trusted to tell us that he is or is not
able to pass them.
The facts depicted here may lead to the belief that the recorded
success in Regents' examinations may sometimes be artificially high,
due to the subtle influences at work to make it so. In New York City
absence is the sole condition for debarring any pupil, since he must
have pursued a subject the prescribed time. Such a ruling is highly
commendable, and it should not in fairness to the pupil be otherwise
anywhere in the state. The following distribution discloses that 72.8
per cent of the 3,085 failing pupils who were recorded as taking the
Regents' examinations were successful, and that 78 per cent of those
succeeding passed in the same semester in which the school failure
occurred.
SUCCESS OF THE FAILING PUPILS IN THE REGENTS' EXAMINATIONS
Pass the Pass a Fail First,
Same Semester Later Semester then Pass Only Fail
1333 Boys 809 143 38 343
1752 Girls 946 193 117 496
------------------------------------------
Per Cent of Total 72.8 27.2
The divisions of the above distribution are distinct, with no
overlapping or double counting. Of the pupils who pass these
examinations in a later semester than that in which the failure occurs,
a major part belong to the two schools which restrict their pupils
mainly to a repetition of the subject after failing before they attempt
the Regents' tests. Otherwise many of them would pass the Regents'
examinations at once, as in the other schools, and would not need to
repeat the subject. It was pointed out in the initial part of this
chapter that 3.2 per cent of the instances of failure were followed by
both repetition and examination. In one of the two schools referred to
90.8 per cent of the pupils failing and later taking Regents'
examinations repeat the subject first. That most of such repetition is
almost entirely needless is suggested by the fact that only 2.1 per
cent more of their pupils pass, of the ones attempting, than of the
total number reported above, and that too in spite of the loss of
pupils' time and public money by such repetition. It may be, and
doubtless is, true that an occasional omission occurs in recording the
results after such tests have been taken, but, since it is the avowed
policy of each school to have complete records for their own constant
reference (excepting that the practice of the smallest of the five
units was not to record the Regents' failures, and for this school they
had to be estimated), the failing results would not be expected to be
omitted more often than the successes, so that only the totals would be
perceptibly affected by such errors.
One may rightly be permitted to speculate a bit here as to the most
probable reaction of the pupil in regard to his respect for the school
standards and for the judgment and opinion of his teacher, when he so
readily and repeatedly passes the official state tests almost
immediately after his school has classed his work as of failing
quality. Perhaps it becomes easier for him to feel that failure is not
a serious matter but an almost necessary incident that accompanies the
expectations of the usual school course, just as gout is sometimes
regarded as a mere contingency of ease and plenty. If such be true, and
the evidence establishes a strong probability that it is, then it is
not a helpful attitude to develop in the pupil nor one of benefit to
the school and to society.
5. CONTINUATION OF SUBJECT WITHOUT REPETITION
A limited number of records were available in one school for the pupils
who failed in the first semester of a subject, and who were permitted
to continue the subject conditionally a second semester without first
repeating it. Not all pupils were given this privilege, and the
conditions of selection were not very definite beyond a sort of general
confidence and promise relative to the pupil. The after-school
conference was the only specific means provided for aiding such pupils.
But 52 per cent of such subjects were passed in this manner, and the
subsequent passing compensated for the previous failure as to school
credit.
GRADES FOR FAILING PUPILS WHO CONTINUE THE SUBJECT WITHOUT REPETITION
A B C D
259 Boys .. 7 133 119
249 Girls .. 3 119 125
------------------
Per Cent of Total .. 52 48
A difference of judgments may prevail as to the significance of these
facts. Although the passing grades secured are not high, 52 per cent
have thus been relieved from the subject repetition, which on the
average results in 33.3 per cent of failures, as has been noted in
section 1 of this chapter.
A much more ingenious device for enabling at least some pupils to
escape the repetition and yet to continue the subject was discovered in
one school, in which it had been employed. Briefly stated, the scheme
involved a nominal passing grade of 70 per cent, but a passing average
of 75 per cent; and so long as the average was attained, the grade in
one or two of the subjects might be permitted to drop as low as 60 per
cent. Then in the event of a lower average than 75 per cent, it might
be raised by a new test in the favorite or easiest subject, rather than
in the low subject. By this scheme the grades could be so juggled as to
escape repetition or other direct form of reparation in spite of
repeated failures, unless perchance the grades fell below 60 per cent.
By a change of administration in the school this whole scheme has been
superseded. But it had been utilized to the extent that the records for
this school showed practically no repetitions for the failing pupils.
A SUMMARY OF CHAPTER V
Among the school agencies for disposing of the failures, repetition of
the subject is the most extensively employed.
Thirty-three and three-tenths per cent of the repeated grades are
repeated failures.
Few of the repeaters take reduced schedules.
The repeaters with an extra schedule are more successful in each of the
passing grades, and have 11.4 per cent less failures than repeaters
with a normal or reduced schedule.
In the later subjects of the same kind, after failure and repetition,
the unsuccessful grades are 2.2 per cent higher than for a similar
situation without any repetition.
The grades in new work for repeaters are markedly superior to those in
the repeated subjects, for the same semester.
As the number of identical repetitions are increased (as high as six),
the percentage of final failure rapidly rises.
The emphasis placed on repetition is excessive, and the faith displayed
in it by school practice is unwarranted by the facts.
Relatively few of the failing pupils who continue in school discontinue
the subject or substitute another after failure.
School examinations are employed for 10.3 per cent of the failures,
with 37.5 per cent of success on the attempts.
The Regents' examinations are employed for 17.2 per cent of the
failures, of which 72.8 per cent succeed in passing, and in most cases
immediately after the school failure.
Of those who continue the subject of failure without any repetition 52
per cent get passing grades.
No form of school compensation can be considered as adequate which does
not adapt the treatment to the kind and cause of the malady, as
manifested by the failure symptoms.
REFERENCES:
42. Briggs, T.H. Report on Secondary Education, U.S. Comm. of Educ.
Report, 1914.
43. Snedden, D. In Johnson's _Modern High School._ II, 24, 26.
44. Official Bulletin on Promotion and Students' Programs, 1917, from
Assoc. Supt. in Charge of Secondary Schools, for N.Y. City.
45. Lewis, W.D. _Democracy's High School_, p. 45.
46. Ruling of Board of Supt's., New York City, June, 1917.