An educational survey of the children ofRoselawn and Edison schools in Danville, Illinois

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Authors Brandenberger, Mildred Lucille, 1905-

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AH EDUCATIONAL 3URVST OF THE CHILDREN OF R03BLAVZN AND EDISON SCHOOLS IN DAH7ILLE, ILLINOIS

W

Mildred Luoillo Brandenberger

A Thesissubmitted to the faculty of the

Department of Education

in partial fulfillment of the requirements for the degree of

Master of Arts

in the Graduate College University of Arizona

— — -

1 9 4 6

actor of Thesis

f

i-

«k A tW h"x %

TABLE OF CONTENTS

/

TABLES

Number • PagoI. CENTRAL TENDH-TCIES . . GRADE PLACEMENTS .

GEHCE qUOTIEKTS OF ROSBIAWN ANDEDISON SCHOOLS BY GRADES.............. 21

II. MEDIAN GRADE EQUIVALENTS BY GRADES FOREACH TEST OF THE BATTERIES OF ROSELAT/IT AND EDISON SCHOOLS* PRIMARY SECTIONS.• 25

III. DIFFERENCES BETVEEN EACH LEDIAN GRADE EQUIVALENT AND THE HATIOKAL GRADE NORM, -EXPRESSED IN MONTHS, OF THE PRIMARY SECTION OF R03ELAUN AND EDISON - SCHOOLS...... . 26

IV. MEAN GRADE EQUIV/iLENTS BY GRADES FOREACH TEST OF THE BATTERIES OF GRADES FOUR TO EIGHT AT ROSELAV/N AND EDISONSCHOOLS............................... 29

V. DIFFERENCE BETNBSN EACH AVERAGE GRADE EQUIVALENT AND THE NATIONAL GRADE NORM, EXPRESSED IN MONTHS, FOR GRADES FOUR TO EIGHT AT R03ELAWN AND EDISON SCHOOLS........................ 30

VI. DISTRIBUTION OF CHRONOLOGICAL AGES ATROSELAV/N SCHOOL........... 42

VII. DISTRIBUTION OF MENTAL AGES AT ROSELAV/NSCHOOL...................... 45

VIII. DISTRIBUTION OF EDUCATIONAL AGES ATROSZLAWH SCHOOL.................. 46

IX. A SUMMARY OF CHRONOLOGICAL, MENTAL, ANDEDUCATIONAL AGES AT ROSELAVtt SCHOOL... 48

X. DISTRIBUTION OF CHRONOLOGICAL AGES OFEDISON SCHOOL.... .......... $0

ill

Ntsiber Page

XI, DISTRIBUTION OF MENTAL AGES OF EDISON ‘SCHOOL....,......... .................. 52

XII. DISTRIBUTION OF EDUCATIOILXL AGES ATEDISON SCHOOL. ........ . 53

XIII. A SUMMARY OF 0I310S0L0OI0AL, MENTAL, ANDEDUCATIONAL AGES AT EDISON SCHOOL...... 55

XIV. OVERLAPPING OF CHHOWOLDOICAL AGEPLACEMENTS AY R081LAWN SCHOOL......... 60

XV. OVERLAPPING OF MENTAL AGE PMCELE1TS ATROSELAVfN SCHOOL............................. .. ........................... 61

XVI. OVERLAPPING OF EDUCATIONAL AGE PLACEMENTSAT ROSELAilH SCHOOL. .................... 64

XVII. OVERLAPPING OF CHRONOLOGICAL AGEPLACEMENTS AT EDISON SCHOOL............ 66

XVIII. OVERLAPPING OF I5E1OTAL AGE PLACE!£ENTS ATEDISON SCHOOL..................... 6?

XIX. OVERLAPPING OF EDUCATIONAL AGE PLACEMENTS' AT BDISOf! SCHOOL.. . . . . ................. 69

Appendis

A. DISTRIBUTIONS BY MEDIAN ACHIEVEMENT GRADEEQUIVALENTS OF THE PRE.IARY GRADES OF ROSELAUN AND EDISON SCHOOLS..... . ?6

B. DISTRIBUTION OF GRADE EQUIVALENTS IN AVERAGE READING HI GRADES FOUR TO EIGHT AT ROSELA17N SCHOOL. ........ 7?

C. DISTRIBUTION OF GRADE EQUIVALENTS IIILANGUAGE USAGE IN GRADES FOUR TO EIGHT AT ROSELAWN SCHOOL.......... . ?8

D. DISTRIBUTION OF GRADE EQUIVALENTS INARITHMETIC IN GRADES FOUR TO Siam AT ’ROSELARM SCHOOL......... ........... 80

It

Paso*. .DISTRI3UTI01I OF GRADE EQUIVAIENTS IN

LITERATURE DT GRADES FOUR TO EIGHT AT ROSEIAUN SCHOOL................ 81

F. DISTRIBUTION OF GRADE EQUIVALENTS IN THE SOCIAL STUDIES IN GRADES FOUR TO EIGHT AT ROSELA1N SOHOOL.............. 83

0. DISTRIBUTION OF GRADE EQUIVALENTS INELEMENTARY SCIENCE IN GRADES FOUR TO EIGHT AT ROSELAmi SCHOOL.... . 84

.He DISTRIBUTION OF GRADE EQUIVALENTS INSPELLING IN GRADES FOUR TO EIGHT ATBOSELAW- SCHOOL....................... 85

1. DISTRIBUTION OF AVERAGE ACRlEVE!v!ENT GRADEEQUIVALENTS IN GRADES FOUR TO EIGHT AT ROSXLAWH SCHOOL......... 8?

J. DISTRIBUTION OF GRADE EQUIVAIENTS INAVERAGE READING IN GRADES FOUR TO EIGHT AT EDISON SCHOOL......... 88

K. DISTRIBUTION OF GRADE EQUIVALENTS INLANGUAGE USAGE III GRADES FOUR TO EIGHT AT EDISON SCHOOL...................... 89

, L. DISTRIBUTION OF GRADE EQUIVALENTS INAVERAGE /iRITHIimC IN GRADES FOt® TO EIGHT AT EDISON SCHOOL............... 91

M. DISTRIBUTION OF GRADE EQUIVAURTTS INLITERATURE IN GRADES FOUR TO EIGHT AT

■ - EDISON SOHOOL . ... . ...... .... . 92N. DISTRIBOTION OF GRADE EQUIVALENTS IN

SOCIAL STUDIES IN GRADES FOUR.TOEIGHT AT EDISON SCHOOL.............. 94

O. DISTRIBUTION OF GRADE EQUIVALENTS INMOMENTARY SC BRICE IN GRADES FOUR TO EIGHT AT EDISON SCHOOL............. 95

P. DISTRIBUTION OF GRADE EQUIVALENTS INSPELLING IN GRADES. FOUR TO EIGHT ATEDISON SCHOOL ....................... 96

▼

4* DISTRIBUTION OF AVERAGE AOHIEVEHEHTGRADE EQUIVALENTS IN GRADES FOUR TO EIGHT AT EDISON SCHOOL................ 97

FIGURES

2»

Comparison of Median Achievement Scores of Grade One of Roselavm and Edison , . Schools with Each Other and with tho National Horm, ....... 16

Comparison of Median Achievement Scores of Grade Two of Rooelavm and Edison Schools rzith Each Other and with tho . National Norm..... ...... 16

Comparison of Median Achievement Scores of Grade Three of Roseimvn and Edison Schools with Each Other and with the

4.

5.

6.7.

8.

9.

........................ 17Mean Achievement Scores of Grades Four

to Eight of Rooolavm School...... .. 18Mean Achievement Scores of Grades Four

to Eight of Edison School..... ........ 19Mean Intelligence and Educational

Quotients of Roaclewn School........... 23Kean Intelligence and Educational

Quotients of Edison School............. 23Comparison of tho Mean Grade Equivalents

in Reading of Roselawn and Edison Schoolsg Grades Four to Eight, with Each Other and with the National Norms. 32

Comparison of the Mean Grade Equivalents in Language Usage of Roselawn and Edison Schools, Grades Four to Eight, with Each Other and with the National Norms. ............................... . 34

vi

Humber Pac®Comparison of the Kean Grade Equivalents

in Average Arithmetic of Roseiasm and Mison Schools, Grades Four to Eight, v/ith Eaeh Other and with the National

11. Comparison of the Kean Grade Equivalents in Literature of Kosclown and Edison Schools, Grades Four to Eight, with Each Other and with the National Norms.

12. Compar; of thethe Social Studies of Roselawn and

Edison Schools, Grades Four to Eight, with Each Other and with the National Norms...............................«

Comparison of the Kean Achievement in Elementary Selene® of Roselawn and Edison Schools, Grades Four to Eight, with Each Other and with the NationalNorms.,

15.

16.

Comparison of Moan Grade Equivalents in Spelling of Roselawn and Edison Schools, Grades Four to Eight, with Each Other and with the National Norms............ 41

Comparison of Chronological, Mental, andEducational Ages of Roselawn School.... 49

Comparison of Chronological, 'Mental, andEducational Ages of Edison School...... 56

vii

CHAPTER X

INTRODUCTION

Rosolavm and Edison Schools aro tv/o of the eight eon public elementary schools of Danville, Illinois. The schools are made up of grades ono to eight. Inclusive.The enrollment of pupils in all schools of the city lo approximately 6,500 of which Rosolavm and Edison account for about 300, or loss than five per cent.

These two schools aro in a strictly residential section in which the economic status of the families is considerably higher than that of moot other parts of the city. Families aro small and, as a consequence, the percentage of different families represented in the schools is greater then in most other areas of Danville.

While loss than fifty per cent of the children who enter Danville High School graduate, yet alone to one hundred per cent of those who attend and graduate from Rosolavm and Edison Schools are finally numbered among graduating classes of some public or private high school. The children have little thought of stopping school until their college days are over.

Danville Is a city of 38,500 inhabitants. Although the city was not so badly affected by the war as wore

a

■ m y o It is 3, tho problem of transiency was a major one in some schools but not in Roselavm and Edison. The major cause for any transiency in them v/as the high rents and high sale prices for the homos from which tho children como. During the past year several rental homos whore children lived wore sold and subsequently occupied by families In which there wore no children. As a result some families were forced to move into other loss expensive school districts and the schools* enrollments suffered in consequence.

At present much of the building that has resulted from tho housing shortage is being done in those districts, and it is expected that the fall enrollment will bo somewhat larger because many of tho homes will bo occupied by G 1*8 who have priority on their purchase* There is every reason to believe that an upward trend In enrollment will begin this fall and continue as years go by*

The writer was for six years the teacher of tho seventh and eighth grades at Edison School. With relatively no failures in the school system, it was not unusual to find individuals classified in these grades who were unable to cope with the material of tho curriculum*It was at that tine that tho idea of making a thorough study of the achievement of the student body appeared to be a worthwhile project.

3

In February, 1945, the writer left the formal teaching situation and assumed the duties of acting principal of both Roselavm and Edison Schools* In the following September she was appointed supervising principal. With the firm belief that there is little reason for failure but much need for remedial work In those schools, the writer undertook the problem of studying the classification of the children from the standpoint of their intelligence and achievement as measured by standard test®.

The us® of standardized tests above third grade is not favored by the administration in Danville, and it was with reluctance that the city superintendent granted permission for this study. For most of the children it was a more or loss new experience, and one which they enjoyed.

In working out this problem and following it up with some sort of constructive action, the writer feels as McCall statesi

It is fair to presume that the function of the school is to produce certain desirable changes in the child in so far as it is possible for it to do so. Therefore the school should determine whether it is performing its function as well as it might with the group of individuals with which it has to deal.The measuring program then should reveal to what degree of efficiency the school is producing certain desired changes in the individual and the group,*

x n lansii t : How boMeasure in hduoation.p. 150.

k

Statement of the ProblemThe problem is to study the children of the first to

the eighth grade of Roselavm and Edison Schools of Dan-, villo, Illinois, from the angle of classification, intelligence, and achievement with the view of improving any unsatisfactory conditions which this study m y reveal.

Several questions whose answers would help in the solution of the problem were set down for guiding purposes. These question® were as follows:1. VThat is the general level of intelligence and achieve

ment in each grade in each school?2. How do the sections in the two schools compare as to

apparent ability in intelligence and general educational achievement*

3* How do the acquired norms compare with the published norms for the various subjects and for the total grade central tendencies?

4# How do the various grades of the two schools compare with one another and with the published norms?

5# To whet extent do grades exhibit homogeneity inchronological age, mental age, and educational age?

6. Is progress through the schools a matter of regular growth?

7- To what extent does serious misplacement of pupils exist?

5

DefinitionsA norm is the average achievement of a typical group

of children under a specified test environment.Achievement is considered as the level of attainment

in school as revealed by the measurement made by the tests used.

Equated scores of tests are scores that have been so expressed that scores made on different tests of a battery may be compared directly with each other*

The median is that central tendency of a distribution at which there are exactly as many scores above it as below it.

The moan is the arithmetic average. It is found by dividing the sum of the scores by the number of scores.

A grade equivalent is a norm which corresponds to a definite grade placement*

The educational age is a norm which is the level of accomplishment stated in terms of the average for that chronological age.

The educational quotient is the ratio between the educational age and the chronological age, multiplied by 100.

The chronological age is the actual time, stated In years and months, which has elapsed since the birth of the individual.

6

The montal age is the mental level of a person expressed in terms of the chronological ago of an average group of persons of the same mental level.

The intelligence quotient is the ratio between the mental ago and the Chronological age of an.individual, and is an index to that individual’s capacity for learning.

The number following the period in places where ages are being used signifies the months over and above the years, such as: 9*2 * 9 years, 2 months.

DelimitationsThis study concerns only two of the elementary

schools of Danville, Illinois; namely, Rooelavm School and Edison School.

It deals only with the intelligence and educational status as measured by means of the Kublman-Andorson Intelligence Tests, the Metropolitan Batteries for the Primary Grades, and the Intermediate and Advanced Complete Batteries of the How Stanford Achievement Tests.

These tests v/ere administered near the close of the",

school year, during the two weeks of Hay 15 to 27, 1946,

Abbreviations 0*Ae » Chronological Age %*A. - Educational Age H.A. - Mental Age

f

E*Qe - Educational Quotient .I.Q, - Intelligence Quotient

Reviev/ of Related Studies With the Inception of comparative testing by J.%*

lice in 1894, a new angle in testing In the educational process was begun. It was only a new approach as measurement by testing dates back Into the centuries. The introduction of the scale unit for the measurement of educational achievement by E.L. Thorndike, in 1908, advanced scientific testing to a great degree,

' : • 'With the first formal educational survey in arith

metic by S.A, Courtis in Hew York City in 1911-1912, a new Impetus for standardised testing developed* The idea of surveys covering all fields of school problems quickly spread to many large cities and towns in this country until 1921-1922, that period marking the peak of the survey movement. Among these surveys those conducted by the Institute of Education, Teachers College, Columbia University, under the direction of George D. Strayor were numerous as well as outstanding*

Interest was aroused to the extent that many states created bureaus for cooperating with school men in giving and interpreting tests. Kansas State Normal School, at Emporia, established the first bureau in 1914; and by 1939 some typo of organized testing programs was operating in

8

twenty-sis states#• ’ In Arizona, several studies of the cduoatlonal

aohiovcznent in its schools have brought out the fact thatits Anglo-American children reach the published norms ofthe normative population, while tho Spanish-Aneriearnchildren appear to be somewhat lower in achievement.Homo environments and language handicaps account, atleast in part, for this difference.

A study of the Prescott schools revealed generalhigh achievement in geography and paragraph meaning,while history and civics ranked relatively low, althougheven In these subjects the norms were above the national2ones with the exception of one grade. Fields reportsSunnysido schools to be somewhat lower than the publishednorms. Achievement was highest in geography and low inthe general social studies, arithmetic, literature, andspelling, Hansen reports that in the Safford schools themean achievement scores were higher than were the mean

4intelligence scores. According to Ivina, achievement in vocabulary has the greatest influence on achievement in

• fhe Department of Aducation, UniveraIty of iirizona.A Survey of the Prescott Schools, p. 252.

3. Fields', Raymond I. Ihe Cduoatlonal Classification ofthe Pupils in the^unnyside Schools. n. 6.

4. Hansen, George 6. A Cental and Hdueational Surveyin .the..Safford.,_._l̂ Igoim.,.\̂ ublic_î ̂ .-p# • SST

9

the regular sohool subjects, even more than English or reading.

All these studies were affected by the Spanish- American problem, and to a large extent by transiency.

3. Ivins, v/ilaon ll. ifhe Relation of Achievement inReading,Vocabulary, and English zo Achievement in Other Subjects, p. 3 0 : .

CHAPTER II

CHOICI OF TESTS

The first problem in carrying out this testing program v;as to select the intelligence and achievement tests that would be used.

Since the teachers were to administer the tests, the writer inquired of their knowledge and experience and found that there was very limited experience in the testing procedure. Seven teachers had used standardized tests three of them being acquainted with the intelligence tests that were selected.

Since the authors of the Kuhlman-Anderson Tests consider their methods for checking validity and reliability to bo of finer quality than is used in many tests, and since some teachers had had experience with them, the writer selected the Kuhlman-Anderson Intelligence Tests*

In the selection of achievement tests another consideration was made. In the early weeks of the fall semester the primary teachers administer the Metropolitan Achievement Tests to their classes. Here was an opportunity for the second and third grade teachers to check their classes with another form of the same tost they had used la the fall.

11

In th@ Intermediate and advanced sections the basis for selection was on the quality of tho tests alone. For tests that rank as high as any in validity, reliability, ooxqprehensiveneos, and usability, the writer chose the New Stanford Aohievenent Tests.

The choice of tests resulted in the Kuhlman- AMerson Intelligence Tests, Grades I to VIII, inclusive; the Metropolitan Primary Batteries, Form 0, for Grades I, II, and III; the New Stanford Achievement Complete Intermediate Battery, Form E, for Grades IV, V, and VI; and tho New Stanford Complete Advanced Battery, Form E, for Grades VII and VIII.

In the Kuhlmn-tfcndereon Tests the testing materials used by the children are assembled into nine separate booklets, comprising tho nine test batteries. Each test is fitted to an age period and is used only where it fits best. There is a different battery of tests for each age and school grade up to age twelve. Grade VI, and two batteries after that, one for the seventh and eighth grades and.one for the ninth grade and up to maturity. Thirty* nine tests are used in making up the nine booklets. Each booklet, except that for first grade, contains ten tests. The first grade has twelve. Each series begins with a few of the last tests of the next lower age group test.

12

The Metropolitan Primary Achievement Test for first grade is comprised of four tests; namely, Vford Picture, Word Recognition, Word Meaning, and Bombers.

For the second grade the Metropolitan Primary Battery is made up of five tests; homely, Reading, Word Meaning, Arithmetic Fundamentals, Arithmetic Problems, and Spoiling.

For the third grade the Metropolitan Primary Battery is comprised of six tests; namely, Reading, Vocabulary, Arithmetic Fundamentals, Arithmetic Problems, Language Usage, and Spelling,~ The Sew Stanford Complete Achievement Batteries consist of tea tests. They are as follows i Paragraph Meaning, Word Meaning, Language Usage, Arithmetic Reasoning, Arithmetic Computation, Literature, Social Studies I and II, Elementary Science, and Spelling.

The scoring arrangement for both the Metropolitan and New Stanford Achievement Tests is worked out on a basis of equated scores, thus making it possible to compare the results of any tost of the battery with any or all tests of the battery, 1

1. Social Studies 1 is mainly history while il is chiefly geography.

ProcedureSince a general testing program was an unusual

matter In the school system, it was very necessary to Instruct the teachers in the method to use in administering and scoring the tests. At a meeting held at each building, the teachers were informed of the testing program and given both tests and manuals to study In preparation for the next regular weekly teachers1 meeting. They were told what would happen at the two subsequent meetings.

At the second meeting the intelligence tests were discussed and questions were answered. Two tests were administered to the teachers, one by the second grade teacher and one by the writer. The teachers were instructed to administer the intelligence tests during thefollowing week on any day when the attendance seemed satis- 2factory.

At the next weekly teachers1 meeting, the achievement tests were discussed and again partially administered to the teachers, this time the sixth grade teacher demonstrating. These tests were not carried to completion as it was unnecessary to do so to give the understanding, and the time element was a matter to bo considered. Again the

I)uo to a constant series o%' childrens' diseases, daily attendance records from December to May wore often as low as seventy per cent.

14

instruction was to administer the tests during the following week when the attendance seemed satisfactory.

The writer administered the intelligence tests to the Roselavm fifth and eighth grades and to the Edison fifth, seventh, and eighth grades. She also gave the achievement tests to the Edison seventh and eighth grades.

Scoring of the tests was done by those who administered them, with the exception of the Itoselawn seventh and eighth grade achievement tests which were scored by the writer.

CHAPTER III

PRESENTATION Aim INTERPRETATION OF DATA

la the beginning of this study, several questions were set dovm to guide in its solution. Their answers will help to reveal the educational condition within the two schools.Question 1. Y/hat is tho general level of intelligence and

achievement in eaoh grade in each school?Question 2. How do tho sections in the two schools compare

as to apparent ability in intelligence and general educational achievement.

From a close observation of the central tendencies and their grade equivalents— as shown in Figures 1, 2, 3*4, and 5— It is noted that all grades are above their grade placements except the fifth grade at Roselavm School and the sixth grade at Edison School which drop slightly below norm.

At Roselavm, the sixth and seventh grades are at least a year above grade placement. The others are only slightly above the national norm. It will be noted that when a grade’s central tendency is at or near the national norm, there will be Individuals who will be varying

16

6̂ ore. T{eâ in

.■ AW

yvs,

Ljpoi Still jt )q*un- 1 L P A 7 < /

St, ho*

T o i « l (&rad'ey Nawbrr Ach*!' EvuV . A%t,

-3*

Figure 1* Comparison of Median Achievement Scores of Grade One of Roselawn and Edison Schools with Each Other and with the Na

tional Norm

r 1 ' !5‘c .o r< 1,!"R*

17

£

18

Te»t i Test 9

5 • «/* nth Cirede.ct*' T̂r«d c.

Fifth Q-rede. Fourth. Grr+Jt.

Figure Mean Achievement Scores of Grades Four to Eight of Hoselawn School

19

Tost* 7&&f ? | T&*fpl fV O K H S

Figure 5, Mean Achievement Scores of Grades Four toEight of Edison School

ao

aegreeg bolov/ and others v:ho arc as for above their classlevels*

At Edison School the first and eighth grades score at least a year above the normal grade placements* The second and seventh grades are somewhat above the norm, but the intermediate grades are very nearly at norm.

The educational quotient serves as an additional indication of achievement* It is dependent upon the chronological ago as well as upon the level of achievement, for tho larger the chronological age is, the greater will bethe denominator of the fraction SsA* • and tho resulting

0#A*quotient will be smaller for older pupils. As will be learned in a later section, the chronological ages in both schools arc generally consistent in an even slope from grade to grade, with little over- or undcr-agoneso present.

In comparing the mental ability with the educational achievement, it will be noted that in general tho greatest difference between the average educational quotients and average intelligence quotients comes in the middle grades. In these grades the intelligence quotients are greater than the educational quotients, indicating that a slump in achievement and basic preparation may have Its foundation In these grades*

Table I Is presented to show a composite study of tho achievement and intelligence levels of the two schools*

CENTRAL TENDENCIES*, GRADE PLACEMENTS, EDUCATIONAL QUOTISTTS, AMD INTELLIGENCEQBOTI2MT9 OF R M E L A W AND EDISON SCBOOIS H GRADES

TABLE I

Grade T X T

1 2 .) 1.9 108 10* 2.8 1.9 112 1152 3.0 2.9 105106103 3.7 2.9 109 103

3 4.4 3.9 103 4.0 3.9 104 1134 4.9 4.9 96 100 4.9 4.9 101 1035 3.6 5.9 89 102 6.1 5.9 104 1086 7.f 6.9 109 113 6.6 6.9 101

m7 9.0 7.9 109 108 8.7 7.9 1078 9.1 8.9 97 100 12,2 8.9 118 111♦Median scores mean scores were

used as central tendencies for the primary grades, while in the grades above the third grade*

22

It is interesting to note that the grade norms, educational quotients, and Intelligence quotients are in quite common accord. Three exceptions lie in the records of the Roselmvn fifth and tho Edison third and sixth grades. Their average intelligence quotients are considerably higher than their educational quotients, a situation which may bo improved by improved motivation.

Figures 6 and 7 represent graphically the mean intelligence and educational quotients by grades.

At Roselawn school three grades— the second, third, and seventh— show mean educational quotients excelling their mean intelligence quotients. The fifth grade score drops a greater distance below the intelligence score than in any other grade of cither school.

At Edison School two grades— the second and eighth- show mean educational quotients exceeding the mean intelligence quotients. Figure 7 represents clearly tho grades from the third to tho seventh, inclusive, that seem to need stronger motivation or more effective drill or both*

Question 3. How do the acquired boras compare with the published norms for the various subjects and for the total grade central tendencies?

Question 4. How do tho various grades of the two schools compare with one another and with the published norms?

Figure 6. Mean Intelligence and Educational Quotients of Roselawn School

Figure ?• Mean Intelligence and Educational Quotients of Edison School

24i

3taco the examinations wore administered in the month of May the grade placements, or so-called published norms, will be designated as 1.9, 2.9, 3.9, 4.9, 5.9, 6.9, 7.9, and 8.9 for the eight grades.

From the tabulations Tables II to V, inclusive, were constructed.

Tables II and III treat the problem of comparison for the primary grades. Since the various sub-tests of the three grades are somewhat different in their titles, the comparison of subject scores between grades in one building is difficult, but between similar grades of the two buildings comparison is possible.

Tablo II shows the median grade equivalents by grades for each tost of the batteries.

Table III shows tho differences, expressed in months, between each median grade equivalent and grade norm#

Tho first grades are above the published norm in all the sub-tests. At Roselavm, word meaning is only slightly above norm, but elsewhere all subject scores are at least five months in advance of the published norms. The Edisonfirst grade averages a school year above the norm.

%In the second grade arithmetic problems and spelling

aro lowest in achievement, arithmetic problems being at the norm while spoiling is three months below the norm at Roselavm and at Edison the grade is at norm in both

TABLE IIMEDIAN GRADE EQUIV/iLEHTS Kf GRADES FOR EACH TEST OF THE BA®

ROSMAWN AND EDISON SCHOOLS* fBIMARY SECTIONSGF

Avo,Aohiovo-

Are,Aohiere-

Grade 1 2 3 4 5 b ment 1 2 3 4 5 6

1 2.4 2.8 2sl 2.5 2.5 2.5 2.9 2.8 2.8 2.82 3.3 3.3 3^0 2.9 2.6 3.0 4.3 3.9 3.1 2.9 2.9 3.73 4.8 4.4 4 a 3.7 5.0 4-3 4.4 4.6 4.2 3.6 3.7 4.7 3.7 4.0

In Grade 1 the four tests are respectively:'word pictures, word recognition,word meaning, and'numbers. ' ‘ \

la Grade 2 the five tests are respectively: reading, word meaning, arithastieLingi gfundamentals, arithmetic problems, and- spelling,

, aritIn Grade 3 the six tests are respectively: reading, vocabulary, arithmeticfundamentals, arithmetic problems, language usage, and spelling.

55

TABLE IIIDIFFERENCES BETWEEN EACH MEDIAN GRADE E'^DIVALENT AND THE NATIONAL GRADE NORM,

EXPRESSED IN MONTHS*, OF THE PRIMARY SECTIONScar RosEiAvnr a n d i d i s o n soioois

G R A D E RWord word Word

School Pictures Recognition Meaning Numbers Total

Roselavm+J

+9 '■ +2 +6 . +6Edison +11 +10 +9 +9

Word ArithmeticSpellingReading Meaning Fundamentals Problems Total

Roselavm +3 +4 +1 ' 0 -3 +1Edison +14 *10 ♦2 0 0 +8GRADE THREE

AritK SrltH.*

Reading Vooab. Fund. Proh. Language Spelling Total

Roselavm +9 ♦5 +2 -2 +11 +4 +5Edison +7 +3 -3 -2 +8 -2 +1*Tho norms for the first, second, and third grades are 1.9, 2.9, and 3.9,

respectively.

27

subjects. The Edison median readinc average of first ' grade is maintained in the second grade. At Hoselavra the sftoond grade reading record is slightly below the first grade median.

In the third grades the two drill subjects, arithmetic and spelling, show relatively poor attainment although it is evident that better attainment was made in the grasping of the fundamentals of arithmetic than in the thoughtful application of the facts learned for the solving of arithmetical problems, Reading scores in Rose- lavra. are improved over first and second grade records, while at Edison there seems to be less improvement. The central tendency in the now subject, language usage, is well above the norm.i

Total achievement median scores for the first, second, and third grades of Roeelawn School are six months, one month, and five months, respectively, above the published norms for the corresponding grades.

At Edison School the total achievement median scores for the primary grades decrease from nine months to one month above the grade norm in the three grades.

Figures 1, 2, and 3 show graphically the locations of the median scores, grade equivalents, and educational age as compared with each other in the two buildings and with the published norms.

la Tables IV and V it is possible to compare the scores of grades four through eight within a building as well as between buildings, since each battery is made up of ton similarly named sub-tests.

At Roselavm School both the fourth and fifth grades are generally below the norm. The seventh grade is farther above the norm than the eighth grade in all tests except in arithmetic, and they are both more than a year above the norm there.

Elementary science and the geography section of the social studies are the only tests where all grades scored at the norm or above it.

The greatest negative deviations are in literature and spelling.

la total achievement scores, grades six and seven are more than a year above the norm, while grade four is at the norm and grade five is below it.

At Edison School the seventh and eighth grades are above the norms in all tests, the eighth grade being more than two years above in everything but spelling which maintained itself at the norm.

The intermediate groups are low in language usage, arithmetic reasoning and computation* and spelling.

The highest scores throughout these five grades are in reading, the social studies, and elementary science.

OXlO

Wn^-

OXlOxVi*-

TABLE IVMEAN GRADE EQUIVALENTS BT GRADES FOR EACH TEST OF THE BATTERIES

OF GRADES FOUR TO EIGHT AT ROSELAWN AND WIBOM SCHOOLS

GradeTotal

Achievement

4.9 4.9 4.9 4.8 4.4 4.6 4.9 5.5 5.1 5.2 4.95.8 5.3 6.0 5.9 5.0 5.8 5.9 6.0 5.2 5.68.3 7.8 8.1 7.8 8.3 8,3 8.5 8.3 6.6

9.57.98.8 9.3 9.8 9.3 9.3 8.8 8.1 9.3 8.3 9.0

9.3 9.5 8.5 9,5 10.3 8.5 9.5 9.8 9.0 7.6 9.1Edison School

5.1 5.0 5.0 4.6 4.4 5.4 4.8 5.2 5.4 5,0 4.96.8 6.6 5.8 5.8 5.4 6.4 6,6 7.0 7.2 5.6 6 ml7.6 7.2 7.0 6.2 6.4 6.2 7.4 7.2 7.4 4.7 6#68.5 9.0 8.1 8.3 8*3 8.8 8.5 10.6 9,5 8,1 8.711,0 10.9 10.9 12.0 12,6 10.9 11.6 12.6 10,9 9.0 12.2

*1, Paragraph 4. Arithmetic Meaning 7. Social Studies I 10, Spelling

2, Word Meaning 5« Aritlimetio Computation 8, Social Studies U

I • Literature9. Elementary Science

TABLE VDIFFERENCE BETWEEN EACH AVERAGE GRADE EQUIVALENT AND THE 1ATI0KA1 GRADE NORM*

EXPRESSED IM MONTHS FOR GRADES FOUR TO 1IGET AT M O S E U m AND EDISON SCHOOLS

1 2 3 4 5 6 7 8 9 10 Elen.Par. Word Lang. Arith Arith Soo.St. Soc.St,teade Moan. Mean, Usage Re##* Comp. Lit. I n -Sol. Spoil. Total

ftosQlavm ScliooX4 0 0 0 -1 -5 -2 0 ♦6 ■ +2 +3 05 -1 -7 *9 0 ; *5 -9 ■ -1 ■ 0 ♦1 -7 -36 +14 +9 ♦12 +9 +7 +14 +14 +16 +14 ^3 ; ♦127 +9 ♦19 ♦14 +14 ♦ 9 +9 +14 +4 +16 +118 +4 -4 +6 +14 -4 +6 ♦9 +1 -13 +4

a v g . +5.2 +4.4 +3.6 +5*6 +5 +1.6 +5.6 +9 , +4.4 -8 4.8Edison School

4 +2 +1 +1 -3 -5 +5 -1 ♦3 +5 ♦1 : 05 +9 +7 *1 -1 — 5 +5 +9 +11 +13 -1 +36 +7 +3 ♦1 #7 :l :l :l +7 +5 -22 -37 +6 +11 ♦2 +4 +27 +16 +2 ♦98 +21 ♦20 ♦20 +31 +37 +20 +27 +37 ♦21 +1 ♦24

Are* +8.6 +8.4 +4.6 +4.4 +5.2 ♦6.4 +9.2 +17 +12 **3*8 +6.6*The grade norms are 4.9 i 5.9, 6.9, 7.9, and 8.9 for grades four to eight, '

respeetivoly.

31

Tho lowest achievement is in spelling, the si:ctli grade being twenty-two months below the norm in that subject.

In tho total mean scores the intermediate grades are relatively low, especially the fourth and sixth grades whose scores are at norm and three months bolov; it, respectively.

Table IV shows the m a n grade equivalents by grades for each test of the batteries.

Table V has been prepared to show more clearly how much variation exists between tho grade equivalents and tho grade norm for tho fourth to eighth grades In both buildings. '

Figures 8 to 14, by means of tho bar graph, show how the corresponding grade scores of tho two buildings compare in the various subjects with each other and with the published norms.

Figure 8 shows a comparison of tho reading achievement by means of tho mean grade equivalents. Tho reading score is made up of tvra sub-scores, one in paragraph meaning and tho other in word moaning. In the reading tests of both schools, each of the sub-scores contributed an equal amount of weight to the single reading score.

Edison School is above tho norm in the five grades, having a substantial margin in all but the fourth grade, Y/hioli is only slightly above tho norm.

£ ̂14.1 A I & hTj

32

'*■*

«

Figure 8. Comparison of the Mean Grade Equivalentsin Reading of Roselavm and Edison Schools, GradesFour to Eight, with Each Other and with theNational Norms

Roselavm. is somewhat below the norm in grades four and five, has even a greater margin than Edison in grades six and seven, but grade eight shows little achievement over the seventh grade* Although it remains above norm, the difference between the two eighth grade sooros is wider than* more than the difference between the scores of

Figure 9 represents the comparisons in language usage* Neither school remains above norm in all grades, Roselavm showing the hotter record* At norm in the fourth grade, Roselawn steadily increases its margin over Edison and the national norm until the eighth grade when it falls below the norm and Edison rises in language usage to form tho greatest difference that exists between the two schools* Edison scores, with the exception of grade eight, stay very close to the norm, being above in the fourth, sixth, and seventh grades and below in the fifth grade.

The arithmetic score also is

reasoning. The latter, to a slight degree, has more weight in the scores than the former.

The fourth and fifth grade scores fall below thenorm, tho Edison

(3rr

/e-2~ R̂oj&Jan/n ScJ)o o IfTdilov\ S c h o o l /V*"f 10 ha I Wt k-*r)

7T

Figure 10. Comparison of the Mean Grade Equivalentsin Average Arithmetic of Roselawn and Edison SchoolsGrades Four to Eight, with Each Other and withthe national Norms

I

Hosolavm. rises rzoll above the norm in grades six and seven, but the progress does not continue into the eighth grade, even though tho score there remains above norm. Edison does not rise above the national norm until in the seventh grade. Eoselatm remains above Edison -until the eighth grade, vzhen Edison advances considerably over the Bosolara score.

Figure 11 depicts the literature results. Edison School is substantially above Rosolawn School and the national grade norm in grades four, five, and eight; and is ovon with Boselarai, both being above norm, in the seventh grade. Edison falls below tho norm in the sixth grade, with

36

Roselawn is below the norm in grades four and five, rises above it in grades six and seven, and falls below again in tho eighth grade."

Figure 12 represents the social studies which include tests in history and geography. In tho individual grade scores the geography shows a few more points in achievement than history; but In the total average for all the grades, geography carries only a two per cent margin over history.

M l grades of both schools are at or above the norms. This is tho first subject in which no class has a.mean score falling below the national norm.

̂'£■

38

'2 9

ML

u

"Tfo Sc, la ul>*i School S d i*$ o h S c h o o l tVaiional florin

& r a cfe sFigure 12. Comparison of the Mean Grade Equivalentsin the Social Sciences of Roselawn and Edison

Schools, Grades Four to Eight, with Each Otherand with the National Norms

39

Edison School shows generally greater average achievement than Hoselaxm School and surpasses the Roso- 1mm records in the fifth, seventh, and eighth grades,

.Figure 13 represents the achievement in elementary. science. Here again.all grades arc above the norm, and Edison shows the.greater average achievement. The sixth grade is the only Roselavm score that surpasses an Edison mean score.

Figure 14 shows the comparison in moan spoiling achievement, This represents the subject phich panics lowest Off all. Only one grade, the Rocolawa seventh, has a substantial margin over the national norm, while the Edison, sixth grade score falls below that of both fourth and fifth grades. The two schools have similar averages, Roselawn is below the norm in the fifth, sixth, and eighth

It is evident that thought and consultation with teachers is called for by this relatively poor achievement in this drill subject.

Question 5. To what extent do grades exhibit homogeneity in chronological ago, mental ago, and educational age?

Table VI shows the distributions of the chronological ages in the various grades of Roselawn School. A general

40

Hit

10.5

to

2t

Kos&lawti School edi$on *>c,/i o o lAf a. f / e h

/•.

u

5 ~Hose,in m n Se.kee>l '*l Edita* Sch*cl • National Ntfr*

ll

S ’ 6GfrqdtS

Figure 14* Comparison of Mean Grade Equivalentsin Spelling of Hoselavm and Edison Schools,Grades Four to Eight, with Each Other andwith the National Norms

TABLE VTD IST R IB U T IO N OF CHRONOLOGICAL AGES

AT ROSELATai SCHOOL

15.6 to 15.11 i5:o to i5;5 1/^6 to 14.11 14;0 to 14;5 13;6 to 13.11 13;0 to 13.5 12;6 to 12;11 12;0 to 12;5 11;6 to 11.11 ll;o to U . 5 M ; 6 to 10.11 10;0 to 10.5 9;6 to 9;119;0 to 9;58.6 to 8.11 18;0 to 8.5 1 f7.6 to 7.11 2 117.0 to 7.5 6 26.6 to 6.11 12

Total 21 23

14.

a?6

1154

11892

2

!

11

j9

21 22 11 21 27Mean 7.07.11 9.1 10.5 11.2 11.11 12.10 13.11

43

tliroush eight, and on. looking none closely it is seen that individual grade distributions are within two years except for the eighth grade, which is within a range of two and one-half years*

The school law of Illinois states that a child mist be six years old on or before December 1 before he is entitled to enroll in the first grade. Consequently some children are under six while others are well past six years of age when they enter first grade. In making out an age- grade table, ages six and seven constitute normal first grade ages, seven and eight second grade, eight and nine third grade, and so on to grade eight which is thirteen and fourteen years. In the month of Kay, the time of the administration of these tests, the normal ages for the various grades would be near the mid-point of the two ages which normally make up a grade age* Thus the first grade would be nearer seven, the second grade nearer eight, and so on .

On examination of the numbers within the distributions for the eight grades, it is seen that the greater number of children’s ages lie near that mid-position. The first grade mean is at 7, the second grade at 7.11» the third at 9.1, the fourth at 10.5, tho fifth at 11.2, the sixth at 11.11, the seventh at 12.10, and tho eighth at

13.11. The creatoat difference from the nid-pocition is la the fourth grade, but there is no over-ageneas vTithin that group.

Table H I gives the distribution of the mental ages of the Roselavm School groups. The general study provides a different picture than v;ao given by the chronological age table as the range throughout the grades, becoming wider as grade levels advance, broadens until in the seventh grade there is a 7 year 6 months range and in the eighth grade a 6 year 2 months range. The no an scores except for those of the fourth, and eighth grades, arc somewhat higher than the corresponding mean chronological ages. The fourth and eighth grades have the same mean mental ages as their mean chronological ages. Progress Is steady from grade to grade, except at the eighth grade level there is no difference between the mean mental and chronological ages. The sixth grade mean mental ago is ono month above that of the seventh grade.

Table VIII represents the distributions of educational a;-cs at Koselav/n School. Here a greater progressive spread develops from the first grade to the eighth, larger than for either tho chronological or mental ages. Again the v/ide differences appear In grades seven and eight, their ranges being 7 years 2 months and 7 years 11 months, respectively. In the second, third, and

45

•EAHLB V I I

DI3THIBUTI0N 0? liSBTAL A02S AT EOSSLAWr? 3

46

TABLE V I HDISTRIBOTIOl Of

j#TEDUCATlOaXL AGES

EducationalAges

toadcmT

18*6 to 18*11 18.0 to 18.5 17*6 to 17.11 17^0 to 17i5 16*6 to 16*11 16*0 to 16*5 15.6 to 15*1115*0 to 15.5 14*6 to 14.11 14*0 to 14*5 13*6 to 13*11 13*0 to 13*5 12*6 to 12*11 12*0 to 12*5 11+6 to 11*11 11*0 to 11*5 10*6 to lOill 10*0 to 10*59*6 to 9*11 19*0 to 8*6 to 8*0 to

9*58+118*5 i

4

7*6 to 7*11 5 27*0 to 7*5 6 06.6 to 6.11 2 16.0 to 6.5 1

Total ' 21 22m a n 7*6 8.4

19 22 11 21 20 27 9*8 10.0 10.0 13.0 14*2 13*9

m

seventh grades the mean educational ago Is slightly above their mean mental ages. The greatest difference is in grade seven v/here the educational age ezoeeds the mental

• a g e b y ten months, or one school year.Table H is a sumzary of the distributions in Tables

V I , V I I , and V I I I . The average range in chronological ago is 1 year 8 months, for mental age 3 years 8 months, and for educational ago 4 years 4 months.

Figure 15 shows graphically the material in Table IX. The vertical linos represent the range of the chronological ages, mental ages, and educational ages. The horizontalilines connect the mean points in the distributions, and the slopes of these lines show the general development from grade to grade.

Tables X to X I I I , inclusive, treat the distributions in chronological ages, mental ages, and educational ages for the Edison School grades as Tables V I to IX, inclusive, did for ftooolawn School. .

In Table X, the chronological age distributions range from less than one year in grade one to two years 4 months in the sixth grade. Yet the greatest number of pupils is near mid-positions as explained under the discussion for Table VI. The general view shov/s again a steady lino that indicates there are few misplacements so far as chronological age is concerned. Group means

TABLE IXA SmCAHT OF CHROHOLOGICAL, LSHSAL, Aim FDUCATIOIL^L

AGES OF noSELAm: SCHOOL

Grade Mean Highest lowest BBnge1 7*0

Chronological Ages 7.9 6.6 1.3

2 7.11 8.7 7.5 1,23 9.1 10.4 8,6 1.10S 10.3 11.4 iS.1 1.105 11.2 12.2 1.76 11.11 13.2 11.4 1.107 12.1® 13.8 12.2 1.68 13.11 15.7 13.3' Mental Ages1 7.8 8.7 6.9 1.102 8.1 9.5 7.5 2.03 9.3 10.4 8.0 2.44 10.3 11.11 8.10 3*15 11.6 13.3 9.8 3.76 13.5 14.10

16.1117.9

12.2 2.878

13.413.U

Mean #7.6

Educational Agos1 8.8 6.7 2.12 8.4 9.9 6*1 3.83 9.8 10.11 8.9 2.24 10.0 11.10 8.4 3.65 10.0 13.9 9.1 4.#6 13.0 15.0 11.5 3.77 14.0 17.7 10.5 7.28 13.9 18.10 10.11

9J loot Ml

S'OB

49

C / f I4 A4e.o#i fM 4

Gtr* dc, a

Figure 15• Comparisona of Chronological, Mental and Educational Ages of Roselavm School

50

TABLE XDISTRIBUTIONS OF CHRONOLOGICAL AGES

OF EDISON SCHOOL

14.6 to 14.1114.0 to 14.513.6 to 13.1113.0 to 13.512.6 to 12.1112.0 to 12.511.6 to 11.1111.0 to 11.510.6 to 10.1110.0 to 10.59.6 to 9 . H9.0 to 9.58.6 to 6 .118.0 to 8.57.6 to 7.117.0 to 7.56.6 to 6.11 I

8

Total 12 If 21 19 21 16 12 9Kean 6.11 7 . H 6.11 9.11 10.11 11.7 12.10 13.7

###

51

in the norinal age groups. Beginning at first grade and continuing through the eighth grade, the mean chronological ages are as follows: 6,11, 7.11, 8,11, 9.11$

10.11, 11.7, 12.10, and 13.7.Table H deals with the Edison mental age distribu

tion, Here the various grade distributions vary from 1 year 4 months In grade one to more than 4 years in grades slz, seven, and eight. T/ith the small enrollments in these three grades the distribution appears very spotty, showing many differences in ability within tho snail classes. The problem of dealing with wide differences in mental ability exhibits itself throughout the grades-, but especially becomes noticeable as early as the third grade. In' spite of this situation, the mean mental ages are above the mean chronological ages in all grades except the fourth which drops two months below its mean chronological age.In the first, third, sixth, seventh, and eighth grades the mean mental age exceeds the mean chronological age by at least a year.

Table XII represents- the distributions of educational ages. Beginning with the third grade, distributions range between just undor three years in grade eight to six years in grade seven. The wide educational ranges in the

DISTRIBUTION OF 1 CENTAL AGES OF EDISON SCHOOL

Grades

19.0 to 19.518.6 to 18.1118.0 to 18.517.6 to 17,11S;S:16.0 to 16.5 15-6 to 15,1115.0 to 15.514.6 to 14.11: &&12.0 to 12.511.6 to 11.1111.0 to 11.510.6 to 10.11

112

9.6 to138 9.11l a i 2 13 \ \8.0 to 8.5 5 8 1 .7.6 to 7.21 4 6 17.0 to 7.5 1 1

Total 12 19 21 19Koan 8.0 8.1 10.1 9.9

1161%xi

i

i

332

113

21 16 12

HN

53X

DISTRIBUTION OF EDUCATIONAL ASES AT EDISON SCHOOL

Educational, Agon

17.6 to 17.11s s ' s a j i16.0 to 16.5 15^6 to 15.1115.0 to 15.5 H . 6 to 14.1114.0 to 14.5 13*6 to 13.1113.0 to 13.5 12*6 to 12.11

21

21123

12

11212.0 to 12:5 1 5 7 111.6 to 11.11 2 1 1

11.0 to 11.5 10*6 to 10.11 1 1 1 22 \l '10.0 to 10.5 6 5 3 19,6 to 9.11 2 2 6 29.0 to 9.5 lr 4 1 1 18.6 to 8*11 4 8 4 28.0 to 8.5 3 3 37*6 to 7.11 2 27 b© to 7.5 3 1 -

Totals 12 19 21 19 21 16 12 9Mean 7.11 8.8 9.4 10.0 U . 4 11.8 13.8 16.5

54

grades from the third to sixth show tho reason for these groups being so. near the norm position in achievement , since some individual pupils are far below tho mean. They indicate the need for remedial measures before these classes are to enter the upper grade levels. From grade three to grade seven tho mean educational ages are below the corresponding mental ages, with the exception of grade four and it is three months above. Grades throe, five, six, and seven are below their corresponding mean mental ages by 9 months, 5 months, 1 year 2 months, and 6 months, respectively.

Table XIII summarizes the data in Tables X, XI,. andXII, The mean differences are as follows: chronologicalage, 1 year 5 months; mental age, 3 years; educational age, 3 years 5 months.

Figure 16 shov/s graphically the material of TableXIII. Again the vertical linos represent the ranges of distribution in the chronological ages, mental ages, and educational ages of the groups at Edison School. The horizontal lines connect the mean points of tho distributions, making it possible to study the general lines of development by means of the three typos of ages.

Question 6. Is progress through the schools a matter of regular growth?

a

*

TABLE HIIA S t m \ R Y OF CHRONOLOGICAL, A im

EDDOATIOMAL AGES AT ED ISON SCHOOL

ears

56

— Cd?

Figure 16. Comparisons of Chronological, Mental, and Educational Ages of Edison School

57

The horizontal lines which connect tho points of the throe ago means in Figures 15 and 16 show where breaks occur in tho regularity of learning*

In Figure 15, which represents Roselawn School, tho chronological ago line climbs regularly, allowing about one-year rise for eaeh successive grade.

The mental ago lino remains well above tho chronological age line in all tho grades. Growth is steady with about a year’s increase for each successive grade for the first six grades. There is little growth in mean mental ago beyond the sixth grade, those grades remaining between tho mental ages of thirteen and fourteen yearns.

. The educational ago lino indicates steady progress, approximately a year per grade, above the mental and chronological agos in the primary 'grades. Progress diminishes sharply between tho third and fourth grades and seems to stop between the fourth and fifth grades. The sixth grade rises throe years above tho moan educational age of the fifth grade to a position which is nearly a year In advance of the normal expectancy at that grade level•The seventh grade increases its year’s growth over tho sixth grade, but tho eighth grade drops back to a position between the sixth and seventh grades. The higher records of the sixth and seventh grades cause the eighth grade record to appear unsatisfactory, However, upon closer

58

study, the latter position, while it could well be hotter, is mot necessarily unsatisfactory.

Grades four and five show need of attention, as there seems to be little reason to drop back since their mental age linos continue steadily upward past the primary grades.

Figure 16, representing Edison School, also shows a steadily-rising chronological age lino which progresses about a year for each successive grade.

Progress in the mental age line is not so steady in the lower grades. The second grade does not keep pace with the high start, eight years, for the first grade.The third grade then climbs two years ahead of the second grade, but the fourth grade falls back In a way similar to that of second grade and first grade. Beginning with the fifth grade, progress is steady. The mental age remains above the chronological age line all the way, having a substantial margin all the way from the fifth through the eighth grades.

The educational line shows quite a steady progressj at a satisfactory level, with the exception of a slight retardation in the sixth grade and some acceleration in the eighth grade.

59

Question ?. To v/hat extent does serious BisplQoomont of pupils exist?

In order to find to v/hat extent serious ralsplaoo- monts of pupils exist. Tables XIT-X7I, inolusive, v/ore prepared from the Rosolavm records and Tables X7II-XEC, Inelusive, from the Edison School records.

Table XIT treats the overlapping that is found vrith- in the chronological age placements. In both instances, the number of children with ages above the mean of the next higher grade and the number with ages below the mean ©f the next lower grade are practically negligible.Records for grade eight must bo omitted, as similar records arc not available from the first year of high school for the number of children whoso ages are above the mean of the next higher grade. The first grade must bo omitted in considering the number of children v/lth ages below the mean of the next lower grade as there are no kindergarten records to examine.

Three of the children,•or 2.2 per cent of the counted enrollment, are above the mean age of the next higher grade. One of these cases is found in each of the threo intermediate grades.

Four children, 2.8 per cent of the counted enrollment, are younger than the mean age of the next lower grade. These children are in the low division of school

TABLE XIVOVERLAPPING- OF CHRONOLOGICAL AGE PLACEKENTS AT ROSEL/uE SCHOOL

Grade Enrollment KeanNo. above

Higher GradeHo. below Mean of Next Lower Grade

1 21 7.0 02 23 7 . H 0 23 20 9.1 0 0

4 22 10.5 1 2

5 11 11.2 1 06 21 11.11 1 07 20 12.10 0 08 27 13.11 0

Total 164 3 4Per cent of Total 2.2 2.8

61

TABLE XVOVERLAPPING OF MENTAL AGE PLACEMEIITS

AT ROSEIA-'-IT SCHOOL

Grade Enrollment MeanNo. above Mean of Next Higher Grade

No, below Mean of Next Lower Grade

1 21 7.8 12 23 8.1 1 53 20 9.3 0 14 22 10.5 5 2

5 ' 11 11.5 © 26 21 13.5 11 07 20 13.4 10 108 2? 13.11 13

Total 164 . 28 33Per cent of Total 20.4 23.1

62

grades9 two in the second and two in tho fourth grade. This leaves 95 per cent of the children within tho

range between the mean of tho grade nozt lower and the mean of the one next higher.

Table X7 presents the findings in the study of misplacements in mental ages in the groups, A considerable change from the findings of tho chronological ages becomes evident. As grade levels advance, the number of serious cases of misplacements rises. Fifty per cent of both grades six and seven is above tho mean mental age of the next higher grade. A total of twenty-eight children, or 20,A per cent of the counted enrollment, has mental ages above tho mean of the next higher grade.

The number of cases in the lower classification is divided among all the grades, but again the largest number of cases is in the upper grades, A total of thirty- three, or 23.1 per cent of tho counted enrollment, is found to be below the moan of the next lower grade.

Grade seven, with an enrollment of twenty, has no children in the normal mental age group, as ten of tho children are above the next'higher grade moan while tho other ton are below the next lower grade mean. This means a very heterogeneous group.

Sixty-one children, or 43.5 per cent, of the Rose- lawn enrollment is misplaced so far as a single intelligence test would indicate. This leaves 56.5 per cent of

the children who arc within one mental-ago year of their grade mean.

Table XVI treats the overlapping that exists within the grades in educational ago. This is the ago which should serve largely as an index to class organization. Whore this range is not too largo, the learning situation "seems" easier; that is, more work can be accomplished at the higher levels of courses of study.

The educational age study shows seventy-one children, or 51*3 per cent of the counted enrollment, out of place so far as their educational accomplishment is donoerned.A few more are accelerated than are retarded; 48.7 per cent of the children is located within the range between the mean of the next higher grade and the mean of the next lower grade.

Forty children are in the higher bracket, that being twelve more than wore in that classification for the mental ago. Grades one, two, throe, four, and seven have more children in the upper groups than wore found in the corresponding groups in mental ago. Two less children are ranked in the lower group than wore found there in mental age. These facts may reflect good teaching and children working satisfactorily. The fourth and fifth grades, which fell below the norm in achievement, show several more children who are below the mean educational

TABLE mOVERLAPPING OF EDOCATIOHAL AGE PLACEMENTS

Grade Enrollment MeanNo* aLovo Mean of Next Higher Grade

No* holm: Mean of^Hext

1 21 7.6 52 23 8.4 1 23 20 9.8 7 04 22 10 eO ' 9 95 11 10.0 1 46 21 13*0 4 07 20 14.0 13 68 2? 13.6 13

Total 164 40 31Per cent of Total 29.2 22.6

a;

ago of the next lower grade than were found in tho corresponding grades in moan mental ages*

Hinety-five per cent of the children of Roselawn School ia within one chronological age year; $6.5 per cent ia within one mental age year, and 48.7 per coat is within one educational age year of the grade mean.

Tables XVII to XIX show tho overlapping that is found in the Edison groups. Again the eighth grade is being omitted in the number of cases above tho moan of the next higher grade, and the first grade is omitted in tho consideration of the numbers below the mean of the next lower grade. Records to make these two comparisons are not available.

Table XVII deplots the overlappings in chronological ages. The number of misplaced children at Edison School, as at Roselawn School, is practically negligible. Three intermediate children, ono for each grade, are above tho mean of the next higher grade; and two children of the sixth grade rank below the mean of the next lower grade.Of the counted enrollment, 95.8 per cent is in normal grade placement so far as chronological age is concerned.

Table XVIII deals with misplacements due to mental ages. A noticeable change in per cent presents itself. Twenty-one children are above the mean of tho next higher grade, while twenty-four are below the mean of the next

66

TABLE m iOVERLAPTUIS- OF CimCHOLOOICAL AGE PLACEISIITS

AT EDISOII SCHOOL

Grade Enrollment MeanHo. above J

Mean of Next B Higher Grade :

Go. belov/ Lovrar Grade

1 12 6.11 02 19 7*11 0 0

. 3 21 8.11 1 0

% 19 9 . H 1 0

5 21 10.11 1 06 16 11.7 0 2

7 12 12.10 6 08 9 13.7 0

Total 129 3 2Per cent of Total 2.5 1.7

#7

TABLE XVXIIbVERLAPPino of mrr/vL age p^cEi^i-rrsAT EDISON SOaoCL

Ghmdo EnrollmentNo. above

Mean of Hexfc Higher Grade

Ho. below Mean of^ilext

1 12 8-0 32 19 8.1 0 73 21 l#.l 9 24 19 9.9 0 75 21 11.9 3 06 16 12.10 2 2

7 12 14.2 4 28 9 15.1 4

Total 129 21 24Per sent of Total 17.5 20.5

68

lower grade* The number of oaoes does not grow larger as grade levels advance. The third grade, with nine eases, has the most in the upper group while the second and fourth, with seven cases each, have the most children in the lower group*

Of the counted enrollment, 17,5 per cent is above the mean mental age of the next higher grade; while 20.5 per cent is below the moan mental age of the next lower grade. This leaves the total per cent of children within a mental-age year of a; grade mean at 62.

Table XIX considers the educational age misplacements. Again the number of casco does not rise as grade levels advance. Grade five has the largest number of cases, nine, in the higher classification. Grades three and six each have five/children with educational ages in the lower classification. Twonty-ono children, or 17•5 per cent of the counted enrollment, are above the next higher moan educational age; while seventeen children, or 14.5 per cent, are below the next lower grade mean. This leaves 68 per cent of the children within one educational year of their grade mean.

Of the children at Edison School, 95.8 per cent is within one chronological ege year, 62 per cent within one mental age year, and 68 per cent within one educational age year of the grade mean.

69

TABLE XIXOVERLAPPING OP EDUCATIONAL AGE PLACELfENTS

AT EDISON SCHOOL •

Grad© Enrollment MeanNo. above

Mean of Next Higher Grade

No. below Lower Grade

1 12 7.11 02 19 8,8 2 0

3 21 9.4 6 54 19 10,0 1 25 21 11.4 9 36 16 11.8 0 57 12 13.8 3 28 9 16.5 «* 0

Total 129 21 17Per cent of Total 17.5 14.5

SUMMARY OF FINDINGS AND RECOMliENDATIOITS

This study vms conducted for tho purpose of determining, by means of intelligence and achievement tests, the classification* intelligence* and achievement of tho children of Roselawn and Edison Schools* in Danville, Illinois, with the view of improving any unsatisfactory conditions it may reveal.

Mean intelligence scores in every group were found to bo in the upper range of normal intelligence quotients, Tv/o grades, the Roselawn fifth and tho Edison sixth, fall somewhat below tho normal grade placement in achievement. The fourth grade moan grade equivalents in both schools are at tho normal grade placement. All other grades are above normal placements, in degrees varying from one month to two years.

In so far as the general ability of the pupils is shown by the intelligence tests, the achievement of a few of tho groups is not so great as it seems reasonable to expect, for the intelligence soores show a higher mean than do the achievement scores for the most part, although

points bolovi its moon intelligence score. One must not overlook, however, the. many superior individual scores which are found at every grade level.

In so far as a comparison of earned achievement subject scores and the national norms arc concerned, a similar situation exists. Eighty per cent of the Edison and sixty-nine per cent of the Roselavm moan grade equivalents are at or above the corresponding norms. Weaknesses in achievement are especially noticeable at the intermediate grade levels in arithmetic, spelling, literature, reading, and language usage.

Literature, arithmetic, and especially spelling exhibit weaknesses generally throughout both schools. The highest achievement is in elementary science and the social studies.

The Edison first, second, and eighth grades have mean subject scores superior to those of the corresponding agegroups at Roselaime The Roselavm third, sixth, and

- -seventh grade subject scores are above those of similar groups at Edison. The fourth grades are quite evenly matched, both having moan scores at the norm.

The wide ranges of distributions in educational ages result in much overlapping in achievement from grade

72

to grade. The difference betv/oen the per cent of thooo v;ho are within one year of the norml chronological ago for thoir grade and of those who are within one year of the norml educational ago for their grade is wide, the ratio being 95 per cent to 48.7 -per cent at Rosolavm and 95.8 per cent to 62 per cent at Edison*

' (In as much as the children of Roselawn and Edison

Schools are In the earliest stages of the many years of education that they reasonably anticipate, it is the duty of these schools to provide them with as efficient basic training in the school subjects as It is possible for them to profit from.

Every effort should be made to continue the progress in the intermediate grades that has been begun in the primary sections. Special emphasis needs to be given to the language arts and arithmetic in an effort to bring them to a satisfactory achievement level.

Throughout tho two buildings there should be on-, rlchment in the field of literature, emphasis on arithmetic, and a spelling ability and conscience developed.

In Rosolavm some action should be taken in regard to the proper placement of the 21*7 per cent who are below the mean educational age of the next lower grade

73

tfean the one in which they are found, and for enrichment of the program for the 29.6 per cent who are above the mean educational ago of the next higher grade than tho one in which they are now found.

At Ediaon School similar action should be taken for the 14.3 per cent who are similarly backward, and for tho 17,5 per oont who are in need of such enrichment as shows by their superior educational ages.

Other forms of the achievement tests should be administered at the end of the next school year in order to see to what degree tho weaknesses found by this study have boon improved because of remedial work which lias boon shown to bo necessary in this survey.

BIBLIOGRAPHY

1. Department of Bduoatton. University of Arizona Prescott Survey. 193b.unpublisboa iisporti University of Arizona, 1936.

2. Fields, Raymond I* The Educatio *.SunnyoiciQ' ̂ ohools"Unpublished Master*s Thesis,

$945,3. Hansen, George S.

A Mental and Eduoati Arizona, Public T̂o

Unpublished itastor^s 1926.4* Ivins, Wilson H.

The Relation of ancl English to

UnpubTisned faster 1937.

is, University of Arizona,

5. McCall, William A.H oy; to Measure in Education.fhe IScmillan Co. / ucvt York City, 1922.

6. McCall, William A.How to Experiment in Education. fhe lacriilian Co., ilev/' York "Oity, 1923,

7. McCall, William A.Measurement.The lacnillan Company, ITevr York City, 1939.

A P P E N D I X

TABLE ADISTRIBUTIONS

EQUIVALENTS OF OF ROSELAY/N

Equivalent3 1 • -V S '

m

3.9- 4.0

ilv-lle 2.5»2.6 2s3-2.42.1-2.21.9- 2.01.7-l.f1.5-1.61.3-1.41.1-1.2

1222

1 32 2 2

1 33 2 4 31 2 5 1

2 2 2 . 2 23 4 3 1 12 2 1 2 32 5 1 32 14 13 12 1 12 1 11

121 23 19 12 19 21

2,3 3.0 4.3 2.9 3.6 3.7

77

TABLE BDISTRIBUTION OF GRADS EQUIVALENTS IN AVERAGE READING IN

GRADES FOUR TO EIGHT AT ROSELAV/IT SCHOOL

GradeEquivalent 4 5. 6 7

14.3-14.913.9-14 113.3-13.6 112.9-13.012.3-12.6 111.9-12.0 111.3-11.6 110.9-1110.3-10.6 2 29.8-10 3 29*3-9.5 1 2 18.8-9.0 28.3-8.5 27.8-8.1 2 5 37.4-7.6 1 17.0-7.2 2 26.6-6.8 1 16.2-6.4 2 2 25*9—6.0 2 25.6-5.8 5.4-5.5 25.1-5.2 1 . 14.9-5.0 4.7-4.8

2 11 11 11 '

4.5-4.6 14.3-4.4 2 14.1-4*2 1 13.9-4.0 3.7-3.8

11

3.5-3.6 23.43*2-3.3 1

fO H

V>HM

W

MHV>

M HH

W#

TABLE B (Cont.)

Grade

78

Equivalent 4 5 6 7 : ; s3.0-3.1 1

Total 22 n 21 20 ' 27Mean 4.9 5.5 8.1 9.0 9.5

TABLE CELSTBIBOTIOK OF GRADE EQ9IVALEHTS IN LANGUAGE USAGE

H GRADES FOUR TO E M I T AT ROSELAV/H SCHOOL ,

Grmd® ..-g.. Grades.......Equivalents 4 5 5 7 8 '

16.3-16.9

i S ^ . 3i l i l - i t *9

13.3- 13.612.9- 13,012^3-12.611.9- 12.011.3- 11.6

1

11l

22lOi9-11.0 1C. >10.6 9.8-10.0 9*3-9.5 8,8-9.08.3- 8.57.8-8,17.4- 7.6 7.0-7.2 6.6-6,8

1211

2 521

1 4 21

1 2 1

l a

221

5

5

79

TABLE C (Goat.)Grad© GradesEquivalentg 4 5 6 1 r u" ? . 8

6.2-6.4- 3 2 25*9-6.0 5*6-5.8

i1 2

2

5*4-5,5 5.1-5.2

1 12

4.9-5.0 2 14.7-4.G 4.5-4.6 24,3-4.4 4.1-4.2

12

1

3.9-4.0 2 33.7-3.8 3.5-3.6

1

3*43.2-3.3 *

1

3.0-3.1 1Total 22 11 21 20 27Mean 5.1 6.0 8,1 9.8 8.5

DISTRIBUTION OF GRADE EQUIYAIENTS IN AJIITEEETIC

GradeEquivalents

1 W -13*9*1411.3- 13*612,9*13.012.3- 12.6 11,9-12.0 H i 3-11.610i9-1110i3-10,6 9.8-10 90-9.5 8.8-9.08,3-8.5 7*4-701:83:16.2-6.4 5.9-6.0 5,6-5.8 5.4-5.5 5*1-5.2

t:«:l4.5-4.6

t m

I'.l-y.S3.5-3.6

TotalMean

%-------J 7-------r

i

3111221411224.S

1

112

2112 4 3 2311

1

2111

11 215.8 7.6

122

11

31111111

209.3

279.5

HH

H

m

n

HW

CV

KM

81

DISTRIBUTION OF GRADE EqUIYALElfl’S HI LITERATURE HI GRADES FOUR TO EIGHT AT ROSELAYSI SCHOOL

Grade * GradesEquivalent# 4 6 V 8.17.0 i1#&3-16.915;9-16li> -15*3 214*3-14*913.9-14*0 -■

1

13*3-13*612:9-13.012*3-12*6 , 1 1 211*9-12*011*3-11.6 1

3 1

10*9-1110.3-10.6 2 5

29*8-10 9*3-9*5 2 28*8—9*0 28.3-8*5 1 l . 2 27*8-8.1 2 27*4-7*6 1 27*0-7*2 2 26*6-6.8 1 2 1 16.2—6*4 1 1 15*9-6.0 1 ' 1 1 2 15*6-5.8 3 1 2 15*4-5*5 1 1 1 15.1-5.2 1 1 14*9-5.0 ’ 2 14*7—4*8 4*5-4*6 4 1

1

4.3-4,4 4*1-4*2

5 1

3.9-4.0 3.7-3.8

11

1/

82

TABLE E (Gout.)

Equivalents k 3 y

3.$-3*63*4 23*2-3*3 1 13*0-3*1 1

Total 22 11 21 20 2?Mean 4.5 5.0 8.3 8.8 8.5

83

TABLE F

D ISTR IB U TIO N OF GRADE EQUIVALENTG IN TEE SO C IA L

GradoEquivalents

GradeB4 5 ' " 6 r ¥' 8

15.0-15.3 114.3-14.9 113.9-14.0 i13.3-13.6 112.9-13.012.3-12.6 111+9-12.0 1 311.3-11,6 1 110.9-n: 1 210.3-10.6 1 2 39.8-10 1 2 39.3-9.5 68,8-9.0 2 3 2 38.3-8.5 27.8-8.1 27.4-7.6 1 17.0-7,2 1 3 26*6—6.8 2 2 3 26.2-6.4 2 3IXf.t.

3 2 35.4-5.5 3 1 15.1-5.2 2 1 14.9-5.0 24*7-4.8 -4.5-4.6 2 14.3—4.4 2 1 •4,1—4.2 13,9-4.0 13*7-3 23.5-3.6 3

Total 22 11 21 20 27Kean 4.7 5.5 8.3 9.0 9.3

a

BISTHIBOTIOII 0? GRADE E(V[IIVAI£RT3 III ELE1SI7TARY SCIENCE IN GRADES FOUR TO EIGHT AT ROSELAuN SCHOOL

Equlmlents

13.3- 13.612.9- 13.012.3- 12,611.9- 12.011.3-11,610.9-11*010.3-10.69*8-109.3-9.3 S .S-9 .0

8.3- 8.57. 8- 8.17.4- 7.67.0- 7.26. 6-6.86.2-6.45.9-6,0 5.6-5.85.4- 5.55.1- 5.24.9-5*04.7-4.S 4*5—4.6 4*3-4*44.1-4.2

1

1

112

1 11 2 1

23 1 3

1 1 4 1 14

1 1 9 2 11 42 1 2 42 1

1 2 1 32 1

4 21

12

3 12 1 1 12 '

2 13.9-4.03.7-3.83.5-3.6 3.43.2-3.3

1

3.13.02.8-2.9 1

1

85

TABLE G (Cont.JGrado Grades

Equivalents 4 5 6 1Total 22 11 21 20 27Mean . 5*2 6.0 8.3 8.3 9-0

TABLE HDI8TRXBOTI01I OF GRADE EOBIYAEEIJTS Til 3FEIJ,ING IN

GRADES FOUR TO EIGHT AT R03ELAT/1I SCHOOL

GradeEquivalents

Grades4 5 7 8

H i 3 313.9-H.O *

13*3-13.6 112.9-13.0 212.3-12.611.9-12*0 111.3-11*6 110.9-H.O 1 1 3 110*3-10.69.8-10 2 19.3-9.5 1 18.0-9.0 2 2

8.3-8.5 1 27.8-8.1 2 27.4-7*6 1 1 3 27.0-7.2 1 36.6-6.8 1 4 1 2

6.2-6.4 3 4 1 55.9-6.0 1 1 2 15.6-5.8 1 2 15.4-5*5 1 2 1 15.1-5.2 3 3 1

86

TABLE H (Cent.)Grad® ______ _ Grades... .i. —Equivalents W 5 6 7 ^4.9-5.0 2 14.7-4.8 24.5-4.6 1 1 14*3-4.4 1 24.1-4.2 13*9-4.6 1 13,7-3.8 23.5-3.6 1

Totals 22 11 21 20 27Kean . 5.0 5.2 6.6 9.5 7.6

87

TABLE I •DISTRIBUTIONS OF AVERAGE ACHIEVEL^T GiLU)E EQUBTilLENTS IN GRADES FOUR TO EIGHT AT BOSELATZH SCHOOL

Grado GradesEquivalents 4 £ 6 7 8

13.9-14 x 113.3-13.6 212.9-1312.3-12.6 211.9-12 1 111.3-11.6 1 110.9-H 210.3-10.6 39:4-10 3 39*3-9*5 4 1 28.8-9.O - 1 1 3 18.3-8.5 3 1 27.8-8.1 5 1 37 . W . 6 3 1 1 27*0-7*2 4 1 26*6«*6#3 2 1 1 16*2-6.4 1 2 1 25*9-6.0 5.6-5.S

41 1

15 . W . 55.1-5.2 1 2

1

4*9-5*0 4.7-4*8 2 14.5-4.6 1 24w3-4*444-4*2

41

3.9-4*0 23.7-3*8 13*5-3.6 1

Total 22 11 21 20 27Mean 4*9 5.6 8.1 9.0 9.3

53

Equivalent "T-------5-------5-------T ~ --- rt

13.3-13.612.9-13.0 • 1

212.3-12.611.9-12.0

21

11.3-11.6 110.9-1110.3-10.6

1 49.8-10 2 1

19.3- 9.55.3- 9.0

13

2

8.3-8*5 1 2 17*8-8.1 2 1 1 -7.4-7.6I l l - I l l 1 12 12

2 •

6.2-6.4 2 1 25.9-6.0 2 15.6-5.8 1 15.4-5.5 4 25.1-5.2 1 14.9-5 14.7-4.8 4.5-4.6 3

1 14.3-4.4 4.1-4.23.9-4.0 3.7-3.8

23.5-3.6 3.43.0-3.1 1

Total 19 21 16 12 9L!oan 5.1 6*8 7.4 8.8 11.0

89

TABLE KDISTRIBOTIOM OF GRADE Ê UIVALElJrs XII LAITGDAOE USAGE III GRADES FOUR TO SIGHT AT EDI SOU SCHOOL

GradeEeitil-ralent ; ------3 — ^ - 3 ------ *..............................

14*3-13.9- 1413.3- 13.612.9- 1312.3- 12.611.9- 12 11.3-11.610.9-11 10.3-10.6 9.8-10 9.3-9.5

8*3-8.57. 8- 8.17.4- 7.67.0- 7.26.6—6.86.2- 6*4$.9-6.0$.6-5.8$.4-5.5$.1-5.24.9-5.04*7-4.84.5- 4.64.3- 4.44.1- 4.2

1 11 1

1

2

112111421

2111221i

1121

3.9-4.0 13.7-3.83.5-3.6 1 13.43.2-3.3 1

177330>

OJH

90

TABLE K (Cont.)Grade _______ Gradea____________

Equivalent V .." 3" .6 ?

3.0-3.1 Total If

121 16 12 9

Mean 5.0 5.8 7.0 10.0 10.9

91

TABLE LDISTRIBUTION OF GRADE EQUIVALENTS IN AVERAGE ARimSTIC

III GRADES FOUR TO EIGHT AT EDISON SCHOOL

GradeEquivalent

14.3- 14.913.9- 14.013.3- 13.612. 9- 13.012.3- 12.6 11.9-12.0 11.3-11.610.9-11

8.3- 8.5 7.8-8.17.4- 7.6

6. 2- 6 .4 5.9-6.0 5.6-5*8

4.9-5.04.7-4,8 4.5-4.6

tii-tii3.9-4.0

11

12 1 44

1 1

1 12 1

1 111

1 41 3 13 12 21 22 31 2 1

11 1

3 11

121

%

Totals 19 21 16 12 94.7 5.5 5.5 8.3 11.9

C4CVJH

92

sjs'.igfrras; sf™Grado

Equivalents

15.9- 16.015 -15.314.3- 14.913.9- 1413.3- 13.6

12.9- 1312. 3- 12.611.9- 12.011.3- 11.610.9-11.010.3- 10.69.8-10.09.3-9.S8. 8- 9.08.3- 8.57.8-e.i7.4- 7.6I:23:«6.2-6.45.9-6.05.6-5*85.4-5.5 5.1-5.2

4.9-5.04.7-4.84.5-4.64.3-4 .44.1-4.23.9-4.03.7-3.83.5-3.6

4 ; ...... y 7

11

X1

&1

o1! 1*1

11

#5

2 1X1 ;

1 2 i 2

1 2 2 2JL

d2

X1

X X2

t 1Ju1 2 i

X X

JL1 1 3

11nJL

1Xi

X1

1 2

2 1

1

93

GhradeEquivalents ?T

3.4 23.2-3.3

2»e~2,9 1Total ; 19 21 16 12 9Upon 5.4 6.4 6.2 8.8 10.9

DISTHCTTJTIOn^OI^GMDS^ECiU^/^^^S^ IN SOCIAL

Gradelquivalent3 T13.9- 14.0

12.3-12.611.9- 12.0 11.3-11.610*9-111 0 .M0.69.8-10.09.3-9.S8.8- 9.01116.2-6.4

II:?5.1-5*24.9- 5.04.7- 4.S 4.5-4.6

3.9- 4.03.7- 3.8fetal

12

11

11 1 1

1 21 1 22 1 1

1 11 11 4

3 11

1 3 1 11 2 1 12 11 2 23 1 1

1 11 12 1112211

195.1

216.8

167.2

129.3

911.9

95

TABLE 0

Grade Equivalents

13.3-13.6 112*9-13*0. 112.3-12*611*9-12*0

13

11.3-11.6 210.9-11.0 1 1 210*3-10.6 19*8-10*0 1 1 1 41 : 5 : 1 1

2 1

lil'sii1 3 1 1

7i4-7i6 1 2 7 3I:n:l 1 12 2 1

1 35.9-6+05i6-5*8

1 4 1 15*4-5i5 151-5*2 1 14.9-5.0 2 14;7-4*8 2 14.5-4.6 34.3-4.4 4*1-4*2

1 1

3.9-4.0 3*7-3*® 13*5-3*6 1Total 19 21 16 12 9Moan 5.4 7.2 7.4 9.5 10.9

M

55

96

table p

-stsss areamui! mrGrade

Equivalent

« 9 - 1 2 i 0 *3- 11,6

*>10^6

l*14io

7*4-7.6?:S3:I

i : B : l4.9-5*0

4.3-4.4 4*1-4.2

i.9-4.03:̂ :1TotalMean

4 I — 7 ------ T

l1

1

1 321 1

12 1 11 1 1

33 1

22 1 22 124 1 42 2 1

1 11 2

119 21 165.0 5.8 4.7

21221

111

12 98.1 9.0

#*

it H

o

ih

h

hh

nnK

tab le q. .DISTRIBUTION OF AVERAGE ACHIEVS252JIT GRADE EQUIVALENTS

97

G mEquivalents 4 T 7

;3-13;6

.9-12■3-ii;6< :

10.9-1110e3*10«6 9.8-10.0 9:3-9;$ 8. 8-9:0

E i !m s6:2-6.A 5:9-6.0 5e6-5#8 5:4-5.5 $:i-5.2

4:7-4:8 4*5-4.6

fcK33i9-4.0

TotalMean

212 1

11

11

1

2 1 31 31 4 4 1

2 1 11 1 11 3 1 1

3 3 23 1 112 14 11 1 1

11

19 21 16 12 95.0 6.2 6.6 8.8 1 W

evict CM

E ^ l . -l CS

a 3 9 0 0 1 0 0 1 2 8 5 71 0 6

/

E 9791 946 1 26 R A N D E N B E R G E R M L# E D U C A T I O N A L S U R V E Y OF

IN SER T BOOK MASTER C\RD FACE UP IN lrRONT SLOT c r S.R PUNCH

UNIVERSITY OF ARIZONA MASTER CARD LIBRARY

177832