.'*■ V\ W4 u ^^^Scz 1 |a CSC 11! |o ^^^= — ' 1 ^ ' ===== X 1 1 ' -- ====== !3D I ) THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA RIVERSIDE THE CORRELATION OF ABILITIES OF HIGH SCHOOL PUPILS THE JOHNS HOPKINS UNIVERSITY STUDIES IN EDUCATION NO. 1 EDITED BY EDWARD F. BUCHNER IN COOPERATION WITH C. MACF1E CAMPBELL THE CORRELATION OF ABILITIES OF HIGH SCHOOL PUPILS BY DAVID EMRICH WEGLEIN, PH.D. BALTIMORE THE JOHNS HOPKINS PRESS 1917 PRESS OF THE NEW ERA PRINTING COMPANY LANCASTER. PA PREFACE The subject of this study was suggested several years ago by Professor George D. Strayer, of Columbia University, under whose direction the work was begun. In the prep- aration of this dissertation, the author received valuable suggestions, for which he expresses grateful acknowledg- ment to Professor Edward F. Buchner and Professor John B. Watson, of the Johns Hopkins University, and to Pro- fessor George D. Strayer, of Columbia University. D. E. W. TABLE OF CONTENTS Page Previous Investigations 9 The Purpose of This Investigation 14 First Year Records 17 Second Year Records 31 Third Year Records Fourth Year Records 65 Nature of Part II of This Investigation 79 Results of Part II 83 Summary of Conclusions 90 Bibliography 91 Appendix Tables showing the correlation existing between records made in the subjects of the first year course 92 THE CORRELATION OF ABILITIES OF HIGH SCHOOL PUPILS In recent years the subject of the correlation of abilities of individuals has been discussed with a great deal of in- terest. Considerable study has been given to this topic, prob- ably because of its bearing upon the doctrine of formal discipline, over which many a severe battle has been fought. It has been felt that a close study of the correlation of mental abilities of individuals will throw considerable light upon the validity of the contention of those who in recent years have so vigorously attacked the formal discipline doctrine. The subject of the correlation of mental abilities has been given considerable attention, moreover, because of the close connection between it and the very important and practical topic of the grouping of school subjects into courses, adapta- tion of the elective system to the needs of individual stu- dents, etc. In 1901, Wissler in a monograph upon "The Correla- tion of Mental and Physical Tests," published in the Psycho- logical Review, Monograph Supplements, Vol. Ill, presented the following results, based upon the study of the records of collegiate students in Columbia University: Subjects Correlated No. of Cases Considered Coef. of Corr. Latin and mathematics 228 0.58 Mathematics and rhetoric 222 0.51 Latin and rhetoric 223 0.55 French and rhetoric 122 0.30 German and rhetoric 132 0.61 German and mathematics 115 0.52 Latin and French 130 0.60 Latin and German 129 0.61 Latin and Greek 121 0.75 Gymnasium and average grade 119 0.53 9 10 ABILITIES OF HIGH SCHOOL PUPILS As might be expected, on account of the close relation- ship existing between the two subjects, the coefficient in the case of Latin and Greek is very high, 0.75. In the other cases, the coefficients range (with one exception) from 0.61 to 0.51, all of them rather high. The exceptional case, that of French and rhetoric, having a coefficient of correlation of 0.30, is not explained. In the Columbia Contributions to Philosophy, Psychology, and Education, Vol. XI, No. 2, published in 1903, the sub- ject is treated under the title of " Heredity, Correlation and Sex Differences in School Abilities," under the editorial supervision of Edward L. Thorndike. The first paper in this series gives the results of a study made by A. G. Smith of the records of 1,529 elementary school pupils from the fourth to the eighth grade. The coefficients found were as follows : Subjects Correlated Coef. for Boys Coef. for Girls Average English and mathematics English and geography •36 •49 .27 .42 .16 .14 •43 .38 .14 •30 .12 .11 •395 •435 •155 •36 .14 .125 English and drawing Mathematics and geography Mathematics and drawing Geography and drawing Smith gives, also, the figures derived from the examina- tion records of four fourth grade classes (two of boys and two of girls) in the subjects of arithmetic and geography. The coefficients obtained were as follows : Grade A (boys) Grade B (boys) Grades A and B, together Grade C (girls) Grade D (girls) Grades C and D, together General average for boys and girls . Coef. (Obtained by One Method of Calculation) 26 43 34 28 45 37 355 Coef. (Obtained by Another Method of Calculation) 23 43 33 28 57 43 38 INTRODUCTION II The author shows that the average of these last two co- efficients (.355 and .38) is almost the same as the coefficient obtained from the study of the term records (.36). In the same volume, a paper by W. P. Burris, entitled, "The Correlations of the Abilities Involved in Secondary School Work," presents the results of a study of the marks made by secondary school pupils in sixteen different high schools in the states of New York, Pennsylvania, Minnesota, and California. In nine of these schools, the records were kept in as many different systems of arbitrary symbols. This fact has a bearing upon the results obtained from a consideration of all the data considered. The coefficients arrived at were as follows: Latin Mathematics. . . History Science Algebra General average Eng. •39 .40 .41 •54 Latin .40 •43 •44 •57 Math. •33 •41 •53 .40 •49 Geom. •45 Science •57 Another article in the same volume is entitled, " The Rela- tionships between the Abilities Involved in Secondary School Subjects," by Brinckerhoff, Morris and Thorndike. The data included the marks made by 232 boys and girls in from 8 to 30 examinations in the New York Regents Ex- aminations given in 1900. These records were used in order to avoid the variation due to the personal equation of the teacher involved in ordinary school marks. These data are for pupils who came from one school. Difficulty in using this material arose from the fact " that cases of failure in the examinations were not always reported, and cases where a pupil avoided the examinations because of his inability in the field are not reported at all." The Pearson coefficients of correlation were calculated " for the highest fifty per cent in each study with the other studies in those cases where the number of individuals was sufficient to 12 ABILITIES OF HIGH SCHOOL PUPILS make this worth while. By thus taking only the upper half, we, to a large extent, eliminate the inaccuracy due to the absence of cases of total failure." The coefficients ob- tained were the following (the figures in parentheses indi- cating the number of individuals involved) : Lat. Eng. Math. Science Hist. German Latin. . . . Eng •50(70) Math. . . . •31(66) .09(104) Science . . •35(34) .26(88) •07(75) Hist •44(57) .41(100) .26(108) •61(55) German. . 48(31) .30(60) .48(50 •57(36) •42(49) Draw. . . . •40(55) .20(88) .02(85) •30(59) .16(87) C. Spearman, in an article entitled, " General Intelligence, Objectively Determined and Measured," published in the American Journal of Psychology, Vol. XV, 1904, reports the following coefficients : Classics French Eng. Math. O.87 O.83 O.78 O.70 O.83 O.84 O.67 O.67 O.78 O.67 O.89 O.64 O.7O O.67 O.64 O.88 O.63 0-57 O.51 0.5I Music Classics French English Mathematics Music 0.63 o.57 0.51 0.51 Rietz and Shade (in Univ. of Illinois Studies, Vol. Ill) correlated in 1908 the marks made by first year students in the Univ. of Illinois. They found the coefficient for mathe- matics and foreign languages to be 0.48, and the one for mathematics and natural science, 0.44. Frailey and Crain, in an article upon " Correlation of Excellence in Different School Subjects Based on a Study of School Grades," published in the Journal of Educational Psychology in 1914, report the results obtained from a study of the school records made by 32 students, who entered the Urbana High School in the fall of 1908, and were graduated in 1912. These 32 pupils studied algebra, civics, American INTRODUCTION 13 history, geometry, Latin, and English under the same in- structors. Eighteen of the pupils were boys, and fourteen were girls. The authors state the following conclusions : " (1) That there is a correlation of excellence in the various subjects of study; (2) that the most perfect correla- tion exists among the brightest and among the most stupid children; (3) that the least perfect correlation exists among the pupils of medium ability ; (4) that it is rare for a pupil to represent both extremes of the excellence distribution." The authors compared the standing of the 32 pupils in the four successive years of work in English, and noted the following: " (1) That there is a correlation of excellence in successive years of study; (2) that the most perfect correla- tion exists among the brightest and among the most stupid children; (3) that the least perfect correlation exists in the medium group, representing students of average ability ; (4) that never (in the cases studied) does a pupil rank among the brightest students one year and among the most stupid another; ... (5) that a more perfect correlation exists between excellence in one study during succeeding years than exists between excellence in various studies of different nature." Charles N. Moore, in an article " On Correlation and Disciplinary Values," published in School and Society, Vol. II, No. 37, Sept. 11, 1915, reports the coefficients of correla- tion between the first and second semester grades in algebra made by 254 boys and 198 girls of the Hughes High School, Cincinnati. He calculated, also, the coefficients of correla- tion for the grades made in geometry and English by 229 of the above-mentioned boys and 192 of the girls. The results obtained were the following: Algebra-algebra (boys) 0.71 ± 0.02 Geometry-English (boys) 0.52 + 0.03 Algebra-algebra (girls) 0.65 ± 0.03 Geometry-English (girls) 0.59 + 0.03 THE PURPOSE OF THIS INVESTIGATION It is evident from a consideration of the work which has already been done in studying the amount of correlation existing between the abilities of high school pupils, as indi- cated by the grades made in the several subjects, that there exists a need for further study along these lines for large numbers of pupils, and in as many different schools as possible. The subjects of each year should be correlated separately. All school subjects, as far as possible, should be included in the study. Whenever possible, the pupils in- cluded should constitute a non-selected group. In schools large enough to have several teachers of any one subject, the results are likely to be more significant because the effect of the personal equation of the teacher is apt to be less influential. This study deals with the school records of the Western High School, Baltimore. The pupils are girls only, and the enrollment during the time under consideration varied from about iooo to 1 200. The pupils included in the investiga- tion consisted of those entering the first year in September, 1907. It is evident that it is advantageous to deal with a non-selected group, that is, non-selected among those who arrive at the high school stage of the system. These pupils, especially in the lower years, were taught by several teachers in each subject, and consequently the personal equation, which might be a considerable factor in the case of one teacher, is not so likely to invalidate the results obtained. As the pupils were girls only, variation due to sex differ- ences is eliminated. The number of pupils who entered the first year class was 341. Of these, 86, on account of withdrawal from the school, did not have a complete record for at least one year of work, and are not included at all in this study. Of 14 PURPOSE OF THIS INVESTIGATION 1 5 the remaining 255 members, who completed at least one year of the course, 113 were graduated in four years, in June, 191 1 ; 8 completed the requirements for graduation in five years, and 132 withdrew between the end of the first year and the end of the fourth year. The graduates, there- fore, numbered, in all, 121 members or 35.5 per cent of the total entering group of 341. This study is divided into two parts. Part I deals with the consideration of the coefficients of correlation existing between the school grades made by the 121 graduates in the four years of their high school course. Part II is a study of the relation between the results obtained in several ability tests and the school grades of some of the pupils who entered the first year class of the school in September, 191 5. In this investigation the relationship between the abilities of a group of pupils, as shown by the school records made by them in two subjects, is expressed by the Pearson coeffi- cient of correlation. This coefficient expresses in a single number the relation between the items belonging to each one of a group of individuals, in the following manner: If the items of each kind are arranged in a series, the value of the coefficient of correlation between the two series would indi- cate the probability that, in general, would exist for indi- viduals to have a similar rank, above or below the median or average, in the other series. The coefficient of correlation can have any value from -\- 1 as a maximum to — 1 as a minimum. A coefficient of + 1 between the two series would indicate that the individual ranking high in the one series would, in general, rank correspondingly high in the other series. On the other hand, a coefficient of — 1 would imply that the individual ranking low in one series, would, in general, rank correspondingly high in the other. A coefficient of o would show that, in all probability, there is no definite relation between rank in one series and the cor- responding rank of the same individual in the other series. A coefficient of -\- .25 would indicate that individuals hold- ing certain ranks above or below the median or average in !6 ABILITIES OF HIGH SCHOOL PUPILS the one series would, in general, occupy ranks of .25 of the former rank above or below the median or average in the second series, provided reduction has been made to the variabilities as units. The formula used for the calculation of the Pearson co- efficient of correlation is as follows : 2.ry r = n where x and y indicate the deviations from the correspond- ing medians of the two series, n is the number of individuals under consideration, and a x and ^ !? « " 00 5?^ N VO © 00 « "pT 2.00 ~ 00 £ 00 ^ „ I* O.00 ^VO i CS^ >-" * PI N .N*N \0 N « « up„ « « ^ pi "? pi I *•£> pi vo^x x f;^ x 3-<8 | S'g 5 "§ X X oo « ^ x 2.00 "Joo 2.00 %*%?* * * I x * * £ 2 ^*"vn •"■» o r^' ?%"?&$£* | X X X X Ooo *'tN 1 A H - I *^oo M oo °° oo n O t^v^ CO^. iO ^jJ | X X 00 „ C) „ to „ « ^g Jl o\ }£oo I SL « JS «o m * x * J? 1 - 1 "? t>. "? r^ I "? tj- ^ pi " ®oo fJ-OO I J£oo 2s ^> fe O °° re * x tt ~°° «Ooo I >r>t^PO T j-in r / 5 vri_« « « ""J oo I "5.00 N ^ i""? 3:5^ ^f ^ri 3"^ ^m^ <*> !f? a & J ~ - S o. .t: be a W O -1 O fc K a 6* U U Q E 3 C c Efl V. u c X c 0> bfl u TO [« O, ■* +-> c c Q > fe; c SECOND YEAR RECORDS 45 I is .55. It is true that the subject matter in geometry I and algebra I is quite different, but on the other hand the content of English II and English I is very much the same, and almost a similar resemblance holds good for Latin II and Latin I, and for drawing II and drawing I. The point to be noted is, that if the coefficients for the same subject in two different years range from .55 to .83, then it should be admitted that coefficients for different subjects in the same year, when they range from about .30 or .40 upward, do possess considerable significance. In passing, it should be noted also, that the generally accepted difference between geometry and algebra is made evident by the coefficient of .62, when compared with .83 for English II and English I. The summary of the results arrived at in the investigation of the second year records is given in the table on page 36. Probably, the most significant feature of this table is the extreme smallness of the coefficients for drawing when com- pared, in general, with those for subjects other than draw- ing. With the exception of the coefficient for drawing II with history II (.62), commercial geography (.66), and bookkeeping I (.42), the other figures for drawing range from +.21 down to — .03. In the case of history II, only twelve pupils are involved, so that this coefficient has no special importance. For the two commercial subjects (bookkeeping I and commercial geography), only twenty- eight pupils are included, so that the coefficients for these two cases are not so significant as those obtained for English II (115 pupils), geometry I (88 pupils), German I (66 pupils), Latin II (81 pupils). The question now arises, Why do the coefficients for drawing, in general, fall below those of the other subjects? The answer seems to be that the content of this subject differs greatly from the content of the other subjects studied. It is true that there are low coefficients in other places in the table, for example, German I and commercial arithmetic (.21), English II and book- keeping I (.17). But in these two cases only eighteen and twenty-seven pupils, respectively, are involved. Moreover, 46 ABILITIES OF HIGH SCHOOL PUPILS the coefficients for none of these subjects show, in general, the smallness of those for drawing. If we compare the coefficients for drawing II with those obtained for drawing I with other first year subjects in the table on page 22, we find the latter coefficients do not by any means show the same smallness. THIRD YEAR RECORDS In the third year, only one major subject, English III, is compulsory for all pupils. The other three major sub- jects, necessary to make up the requisite number of four for each pupil, may be selected from the following: Latin III, German II, French II, history III, physics, and stenography and typewriting I. Algebra II, which is equivalent to a half -major subject, may be taken in addi- tion to the four required majors. Drawing III and music III are elective. Pupils taking the commercial course have, as majors, English III, bookkeeping II, stenography and typewriting I, and German II. Drawing III and music III are elective for them also. English III Latin III No. of Pupils (35) No. ol Pupils (35) 95-99 o o 90-94 1 8 85-89 5 n 80-84 21 7 75-79 6 3 70-74 2 5 65-69 o o 60-64 1 Median 82 86 St. dev 3-8 7-8 r (for English III and Latin III) = -. — . . ow — ^r = + .10 (35) (3-8) (7-8) T P.E. = .n The coefficient for English II and Latin II we found to be .52, and that for English I and Latin I, .42. The small size of the coefficient for English III and Latin III seems to be irregular. 47 48 ABILITIES OF HIGH SCHOOL PUPILS English III German II No.^of Pupils (ss) No. of Pupils (55) 95-99 o o 90-94 o 2 85-89 8 10 80-84 19 11 75-79 12 17 70-74 10 8 65-69 2 3 60-64 4 4 Median 75 77 St. dev 7-3 7-5 r (for English III and German II) = / + I3 f? — r-= + 45 (55) (7-3) (7-5) P. E. = .07 The coefficient for English II and German I in the second year was found to be .34. English III French II No. ot Pupils (33) No. of Pupils (33) 95-99 o 1 90-94 o 10 85-89 7 7 80-84 10 10 75-79 7 4 70-74 5 o 65-69 2 i 60-64 2 o Median 80 85 St. dev 7.2 5.9 _ _ +507 _ 1 , rt (33) (7-2) (5-9) ~" 1 "" 3 P.E. = .io This figure is in close agreement with the one found for English II and French I in the second year, .34. THIRD YEAR RECORDS 49 English III History III No. of Pupils (59) No. of Pupils (59) 95-99 o o 90-94 1 8 85-89 12 14 80-84 22 11 75-79 *3 11 70-74 10 5 65-69 1 3 60-64 ° 4 55-59 o 2 5t>-54 o *_ Median 80 82 St. dev 5-5 I0 - 2 _ +1809 _ T ~ (59) (5-5) (10.2) - + - 55 P. E. = .06 The corresponding coefficient in the second year (for English II and history II) was exactly the same, .55, and that for the first year (English I and history I) was .68. English III Physics No. of Pupils (38) No. of Pupils (38) 95-99 o 1 90-94 o 5 85-89 5 3 80-84 l 7 10 75-79 « 7 70-74 5 3 65-69 o 8 60-64 ° ° 55-59 o o 50-54 o o Below 50 o 1 Median 82 80 St. dev 5.0 10.5 + 1367 = + .69 (38) (5.0) (10.5) P. E. = .06 50 ABILITIES OF HIGH SCHOOL PUPILS English III Algebra II No. of Pupils (21) No. of Pupils (21) 95-99 2 90-94 o 1 85-89 1 2 80-84 9 4 75-79 6 3 7o-74 5 4 65-69 o 2 60-64 o o 55-59 o o 50-54 o 3_ Median 78 76 St. dev 4-5 I2 -5 + 587 _ , (21) (4-5) (12.5) - + ' 5 ° P.E. = .n The corresponding coefficient in the second year (Eng- lish II and geometry I), .36, and the one in the first year (English I and algebra I), .30, were both smaller. But in the third year, the number of pupils included is so small, that the coefficient for that year is not so significant. English III Bookkeeping II No. of Pupils (26) No. of Pupils (26) 95-99 o I 90-94 o 3 85-89 5 o 80-84 o 3 75-79 2 6 70-74 7 5 65-69 5 4 60-64 6 4 55-59 I o_ Median 71 75 St. dev 8.7 10.0 r= + 1743 = 4-77 (26) (8.7) (10.0) ^' 77 P. E. = .05 This is greatly different from the corresponding coeffi- cient in the second year (English II and bookkeeping I), which was .17. THIRD YEAR RECORDS 5 1 English III Stenography and Typewrit- No. of Pupils (44) ing I. No. of Pupils (44) 95-99 o o 90-94 o 3 85-89 8 4 80-84 5 i 75-79 6 7 70-74 12 12 65-09 5 11 60-64 6 2 55-59 2 3 50-54 o o Below 50 o i Median 73 72 St. dev 8.6 9.2 _ + 1781 _ r -(44)(8.6)( 9 .2)- + - 51 ?. E. = .08 English III Drawing III No. of Pupils (85) No. of Pupils (85) 95-99 3 90-94 1 24 85-89 16 42 80-84 25 14 75-79 17 2 70-74 14 o 65-69 5 o 60-64 6 o 55-59 1 o Median 78 88 St. dev ." 7.6 3.8 r = (85) (7-6) (3-8) = + -27 P. E. = .07 The corresponding figure for the second year (English II and drawing II) was .13, and that for the first year (English I and drawing I) was .37. The coefficient for these two subjects in the third year is very low when com- pared, in general, with the coefficients for English III and other subjects in the third year. 52 ABILITIES OF HIGH SCHOOL PUPILS Latin III German II No. of Pupils (18) No. of Pupils (18) 95-99 o o 90-94 5 2 85-89 4 3 80-84 3 4 75-79 ' 3 5 70-74 3 o 65-69 o 2 60-64 Q 2_ Median 85 79 St. dev 7.2 9.3 ~f" 767 r (for Latin III and German II) = - . ow — r-y — r = + .64 (18) (7.2) (9.3) P. E. = .09 Latin III Fiench II No. of Pupils (14) No. of Pupils (14) 95-99 o o 90-94 3 5 85-89 6 1 80-84 1 4 75-79 o 3 70-74 2 o 65-69 x * 60-64 I 0_ Median 87 84 St. dev 10.5 6.6 — }- 02 r (for Latin III and French II) = -. — . . . , , , x = + .09 (14) (10.5) (6.6) ^^ P. E. = .18 This coefficient for Latin III and French II is extremely small, but as only a few pupils are concerned, this figure is not important. Latin III Algebra II No. of Pupils (11) No. of Pupils (n) 95-99 o 2 90-94 3 1 85-89 3 1 80-84 1 3 75-79 2 2 70-74 2 2_ Median 87 80 ', St. dev 8.1 8.2 r - +426 _ r ~ (n)(8.i)(8.2)-" t "- 5 ° P.E. = .i 3 THIRD YEAR RECORDS 53 Latin III History III No. of Pupils (15) No. of Pupili (15) 95-99 o o 90-94 2 2 85-89 3 5 80-84 5 2 75-79 I 3 70-74 3 3 65-69 o o 60-64 1 o__ Median 82 84 St. dev 8.6 6.7 r (for Latin III and history III) ■=.-. — . /Q ,. .,. = -j- .19 (15) (8.6) (6.7) P.E. = .I7 Latin III Physics No. of Pupils (ai) No, of Pupils (aiy 95-99 o o 90-94 6 3 85-89 8 3 80-84 2 8 75-79 2 3 70-74 2 1 65-69 1 2 60-64 o 1 Median 87 82 St. dev 6.5 8.2 r (for Latin III and physics) = -. — . , , , /f> . = + .64 (21) (6.5) (8.2) P. E. = .09 Latin III Drawing III No. of Pupils (22) No. of Pupils (22).' 95-99 o 1 00-94 3 12 85-89 8 8 80-84 5 I 75-79 2 o 70-74 3 o 65-69 o o 60-64 * o_ Median 85 91 St. dev 7-9 3-4 (22) (7.9) (34) + 3 P.E. = .i4 The corresponding figures for the second and first year for these two subjects were .03 and .34, respectively. 54 ABILITIES OF HIGH SCHOOL PUPILS German II History III No. of Pupils (29) No. of Pupils (29^ 95-99 o o 90-94 1 7 85-89 7 6 80-84 4 5 75-79 6 3 70-74 6 3 65-69 2 3 60-64 3 2_ Median 77 84 St. dev 8.1 9.8 + I ° 56 ^= + 46 (29) (8.1) (9.8) P.E. = .10 German II Physics No. of Pupils (19) No. of Pupils (19) 95-99 o 1 90-94 2 3 85-89 6 2 80-84 3 7 75-79 6 3 70-74 1 o 65-69 o 3 60-64 1 o Median 81 82 St. dev 7.4 8.0 + 445 = + -40 '- (19) (7-4) (8.0) P.E. = .13 German II Bookkeeping II No. of Pupils (16) No. of Pupils (16) 95-99 ••... o 1 90-94 o 2 85-89 2 o 80-84 3 2 75-79 6 5 7o-74 4 3 65-69 1 2 60-64 o I 55-59 o o_ Median 76 76 St. dev 5.3 9.5 _ +491 _ , (-. (16) (5-3) (9-5) """"*" P.E. = .n THIRD YEAR RECORDS 55 The corresponding coefficient for German I and book- keeping I was .83. German II Stenography and Typewrit- No. of Pupils (19) injl. No. of Pupils (19) 95-99 o o 90-94 o o 85-89 2 2 80-84 4 1 75-79 6 3 70-74 6 4 65-69 1 6 60-64 2 55-59 • Q l_ Median 75 70 St. dev 5.3 7.7 _ +270 Y ~ (19) (5-3) (7-7) - + " 35 P. E. = .13 German II Drawing III No. of Pupils (48) No. of Pupils (48) 95-99 o 2 90-94 2 10 85-89 7 24 80-84 7 10 75-79 l 7 2 70-74 9 o 65-69 3 O 60-64 3 o Median 77 87 St. dev 6.9 40 _ +171 _ r ~ (48) (6.9) (40) - + - 13 P. E. = .10 This low coefficient tends to emphasize the already notice- able fact that the coefficients for drawing are smaller, in general, than those for other subjects. The corresponding coefficient in the second year for German I and drawing II was .12. 56 ABILITIES OF HIGH SCHOOL PUPILS French II History III No. of Pupils (18) No. of Pupils (18) 95-99 ° ° 90-94 7 2 85-89 5 2 80-84 6 4 75-79 ° 4 70-74 o 2 65-69 O 2 60-64 ° l 55-59 ° ° 5»-54 ° l Below 50 o o Median 88 79 St. dev 3-9 JO.4 + 29 = + .04 (18) (3.9) (10.4) P. E. = .16 French II Phyics No. of Pupils (17) No. of Pupils (17) 95-99 1 ° 90-94 I 2 85-89 3 I 80-84 8 3 75-79 3 4 70-74 o 1 65-69 1 3 60-64 o 2 55-59 o o 50-54 o o Below 50 o I Median 84 75 St. dev 5.7 1 1.6 — 191 = — .17 (17) (57)01.6) P. E. = .i6 Both of these coefficients are very small, but the small number of pupils concerned makes it possible for varia- tions in the case of two or three individuals to affect greatly the result reached. THIRD YEAR RECORDS 57 French II Stenography and Typewrit- No. of Pupils (12) ingl. No. of Pupils (12) 95-99 o 90-94 3 2 85-89 4 o 80-84 2 o 75-79 3 3 70-74 o 4 65-69 o 2 60-64 o o 55-59 Q L_ Median 86 73 St. dev 5 7 9-2 + 309 _, .. (12) (5-7) (9-2) __t "* 49 P.E. = .i 5 French II Drawing III No. of Pupils (30) No. of Pupils (30) 95-99 I o 90-94 9 9 85-89 6 18 80-84 8 2 75-79 6 1 70-74 o o 65-69 o o 60-64 o o 55-59 o o_ Median 86 88 St. dev 5-6 3-5 _ +72 _ , r ~(3o)( 5 .(>)(3-5)~ + ' 12 P.E.=.I2 French II Algebra II No. of Pupils (n) No. of Pupils (11) 95-99 1 2 90-94 1 1 85-89 2 o 80-84 5 2 75-79 1 1 70-74 o 2 65-69 1 3 60-64 o o 55-59 o o 50-54 o o Median 84 75 St. dev 6.5 n.8 r (for French II and algebra II) =7 — w/r ■. , — 5^ =4-. 15 & (11) (6.5) (11.8) P. E. = .20 58 ABILITIES OF HIGH SCHOOL PUPILS German II Algebra II No. of Pupils (10) No. of Pupils (10) 95-99 o o 90-94 2 o 85-89 o 2 80-84 o 2 75-79 2 o 70-74 2 3 65-69 1 o 60-64 3 1 55-59 o 1 50-54 o i_ Median 72 72 St. dev 10.6 11.1 r (for German II and algebra II) = ( I0 ) (106H11 1) = + ,4S P.E. = .i6 Algebra II History III Algebra II Physics No. of Pupils (15) No. of Pupils (15) No. of Pupils (IS) No. of Pupils (15) 95-99 90-94 85-89 I I 2 2 2 2 I I 3 O I 4 2 2 2 2 2 I I 2 2 2 2 3 O 2 2 I 80-84 4 3 2 2 75-79 70-74 65-69 60—64 1 55-59 5o-54 Median St. dev 70 131 79 9-5 75 12.2 75 8.8 r (for algebra II and history III) + 347 (15) (131) (9-5) = + .19 P. E. = .21 r (for algebra II and physics) = -. — w WOO n =+ .60 (15) (12.2) (8.8) P.E. = .u THIRD YEAR RECORDS 59 Algebra II Drawing III No. of Pupils (ao) No. of Pupils (20) 95-99 1 o 90-94 5 85-89 2 14 80-84 4 1 75-79 2 o 70-74 3 o 65-69 3 o 60-64 1 o 55-59 1 o 50-54 2 Below 50 1 o Median 71 87 St. dev 13.3 2.6 _ 4-160 _ T " ( 20) (13 -3) (2.6) ~ + ,23 P. E. = .14 History III Physics No. of Pupils (18) No. of Pupilt (18) 95-99 o 1 90-94 1 2 85-89 3 o 80-84 3 1 75-79 5 4 70-74 2 2 65-69 2 6 60-64 1 1 55-59 o o 50-54 1 ° Below 50 o 1 Median 77 73 St. dev 10.0 no + 1415 _ (i8)(io.o)(n.o) P. E. = .08 .72 60 ABILITIES OF HIGH SCHOOL PUPILS History III Seen, and Type. I No. of Pupiis (15) No. of Pupils (15) 95-99 o o 90-94 1 2 85-89 2 I 80-84 3 l 75-79 3 3 70-74 1 4 65-09 1 2 60-64 3 * 55-59 * ° 50-54 o ° Below 50 o 1 Median 77 74 St. dev 10.3 10.7 (15) (10.3) (10.7) ^ J4 P.E. = .i5 History III Drawing III No. of Pupils (52) No. of Pupils (52) 95-99 O 3 90-94 9 I 2 85-89 10 28 80-84 9 7 75-79 9 2 70-74 6 o 65-69 5 o 60-64 3 o 55-59 o o 50-54 1 ° Below 50 o o Median 82 87 St. dev 9-8 3-9 _ +6 _ T ~ (52) (9-8) (3-9) ~ + '°° P. E. = .09 Again a low coefficient is shown for the subject of drawing. THIRD YEAR RECORDS 6 I Physics Drawing III No. of Pupils (28) No. of Pupils (28) 95-99 1 o 90-94 3 9 85-89 2 16 80-84 5 2 75-79 6 1 70-74 2 o 65-69 6 o 60-64 2 55-59 o 50-54 o o Below 50 1 o Median 75 88 St. dev 10.9 3.5 _ —46 __ r ~ (28) (10.9) (3.5)"" "° 4 P.E. = .i 3 This coefficient is practically zero, and agrees with the generally low figures reached for the subject of drawing. Sten. and Type. I Bookkeeping II No. of Pupils (27) No. of Pupils (27) 95-99 o 1 90-94 1 3 85-89 3 o 80-84 o 3 75-79 4 7 70-74 7 5 65-69 8 4 60-64 1 4 55-59 3 o Median 71 75 St. dev. ... 8.2 9.8 r - +*468 r ~ (2 7 )(8.2)(9.8)- + -° 5 P. E. = .07 62 ABILITIES OF HIGH SCHOOL PUPILS Bookkeeping II No. of Pupils (24) 95-99 90-94 3 85-89 o 80-84 3 75-79 6 7o-74 4 65-69 4 60-64 4 55-59 o Median 75 St. dev 9.3 r= +I28 =4- 16 P.F.=.i 3 Drawing III No. of Pupils (24) O 7 10 7 o o o o o 86 3-6 Sten. and Type. 1 No. ot Pupils (38) 95-99 o 90-94 3 85-89 2 80-84 1 75-79 7 70-74 12 65-69 8 60-64 2 55-59 3 Median ^ St. dev 8.4 _ +104 _ r ~ (38)(8.4)(3.2) - + ,I ° P.E. = .n Drawing III No. of Pupils (38) O 9 19 10 o o o o o 87 3-2 Both of these coefficients for drawing are low, which agrees with what has already been noted. A summary of the results found for the third-year sub- jects follows: THIRD YEAR RECORDS 63 < c < •a O M *-* ^^ ^^ ^^^ ^^ ^^^ ^-^ rf^ , 4 s ^^ N ifi^OON ,, 5N^ooNoOooiOr|-Ooo 1 N»NNOin H N«^wn'N M N w tl| •a a . , ^4 £>3* 3?* ££$2x 8£| 2% s >, 2H « • ' • • N * V w M be « £§x x x 5£* * | Sg-.? (A ^ "S3 o^ao in«» ^M o\Nn 1 ,. ., Ooo J3 ^O cO^ i-ir>.«\0(s'*i-i , -;i-c| X « • <^ CU 1 ^-» /— » ^-N *-» ^^N ,-V <-N ccco | -;>-"Oi-iOi-iX _« tj- _ >-< ^ 1* b ^ w w w w _ W _ lO^OO 'o^O "S ^CC 1 ^ O ©\ ►"• vO "5 Cv <^00 O ., c O lO°0 M »10 1 *f 00 S"-*? 1 - 1 ^ KA ^N 1-1 , _ S E s _ H s •S H £ S* "3 oa j= rt >. S — to© C aj 1- u «•?, u^&» - -Sfc§>>gS2 hL < I c u 0- ff) CO f- to c c u ►? > ^.5 64 ABILITIES OF HIGH SCHOOL PUPILS An inspection of this table will show many irregularities among the coefficients, particularly among those for the subject of French II. But the fact that only a few pupils took this subject makes it possible to explain the fluctua- tions in the size of its coefficients. As has been mentioned before, variation in the case of only a few pupils will tend to cause such marked irregularities. In general, it should be noted that the coefficients rank rather high, with the single exception of those for the subject of drawing. The distribution of the coefficients is as follows : 2 between .7 and .8 6 between .6 and .7 4 between .5 and .6 5 between .4 and .5 3 between .3 and .4 2 between .2 and .3 9 between .1 and .2 3 between o and .1 2 less than zero. Twenty out of the thirty-six are greater than .3, and of the sixteen below .3, nine involve drawing as one of the subjects, and four of the remaining seven involve French II, which has been shown to have coefficients varying greatly in size. The points worthy of note in the third year results, are, then, the fact that so many of the coeffi- cients are large, and the additional fact that each one of the nine coefficients involving drawing is small. FOURTH YEAR RECORDS In the fourth year there are no subjects that are com- pulsory for all pupils. The major subjects, from which each pupil is permitted to select four, are English IV, Latin IV, German III, French III, history IV, chemistry, zool- ogy, astronomy, and stenography and typewriting II. Draw- ing IV and music IV, also, are elective. English IV History IV No. of Pupils (78) No. of Pupils (78) 95-99 o o 90-94 3 5 85-89 16 9 80-84 26 24 75-79 15 18 70-74 13 5 65-69 3 7 60-64 2 o Median 81 79 St. dev 6.5 6.6 + 2108 _ „ (78) (6.5) (6.6) - + ' 00 P. E. = .04 The corresponding coefficient in the third year (for Eng- lish III and history III) was .55. English IV Latin IV No. of Pupils (28) No. of Pupils (28) 95-99 o I 90-94 o 5 85-89 7 7 80-84 IS 8 75-79 3 4 7o-74 3 2 65-69 o o 60-64 o I Median 83 84 St. dev 4.6 6.9 _ +207 r ~ (28) (4.6) (6.9) - + ' 23 P. E. = .I2 65 66 ABILITIES OF HIGH SCHOOL PUPILS The corresponding coefficient for the third year (Eng- lish III and Latin III) was .10. English IV German III No. of Pupils (16) No. of Pupils (16) 95-99 ° ° 90-94 o 1 85-89 3 I 80-84 4 2 75-79 4 6 70-74 4 3 65-69 1 2 60-64 o l_ Median 79 75 St. dev 5-8 7-7 _ _4-i24_ _ r ~ (16) (5"8) (7-7) ~ + ' 17 P.E. = .i6 The corresponding coefficient in the third year (for Eng- lish III and German II) was .45. English IV French III No. of Pupils (15) No. of Pupils (15) 95-99 o o 90-94 2 2 85-89 4 8 80-84 6 2 75-79 1 3 70-74 2 o 65-69 o o 60-64 o o Median 83 85 St. dev 5.5 4.2 _ _ +257 _ , (i5)(5.5)(4-2)~" t "- 74 P. E. = .08 The corresponding coefficient in the third year (for Eng- lish III and French II) was .36. FOURTH YEAR RECORDS 67 English IV No. of Pupiis (41) 95-99 90-94 1 85-89 9 80-84 13 75-79 7 70-74 8 65-69 1 60-64 2 Median 81 St. dev 6.9 _ -f 1296 _ , r -(4i)(6.9)(8.2)- + ,5 ° P. E. = .07 English IV No. of Pupils (16) 95-99 o 90-94 o 85-89 3 So-84 5 75-79 4 70-74 2 65-69 2 60-64 o Median 81 St. dev 6.8 + 386 r -(i6)(6.8)(8.i)-" t "- 44 P. E. = .14 Chemistry No. of Pupils (41) 4 3 10 7 10 4 2 83 8.2 Zoology No. of Pupils (16) O I 2 5 4 I I 2 80 8.1 English IV Astronomy English IV Drawing IV No. of Pupils (18) No. of Pupils (18) No. of Pupils (29) No. of Pupils. (29) 95-99 90-94 85-89 O 2 5 6 2 3 O O 2 I 3 3 3 6 O 2 4 11 4 6 I 1 4 9 2 80-84 75-79 70-74 65-69 60-64 Median St. dev 83 5-5 70 9-4 80 7.0 9i 3-5 r = + 5io •55 — 3 (18) (5-5) (9-4)" P.E. = .n The coefficient of correla- lation for English III and physics in the third year was .69. = 0.00 (29) (7.0) (3.5) P.E. = .12 Note the small coefficient which again occurs for the subject of drawing. 68 ABILITIES OF HIGH SCHOOL PUPILS History IV Latin IV History IV German III No. of Pupils (*4) No. of Pupils (24) No. of Pupils (20) No. of Pupils (so) 95-99 3 4 11 2 2 2 I 4 5 7 3 2 2 O O 2 6 2 5 5 QO-Q4. 85-89 2 80-84 4 4 5 3 2 75-79 70-74 65-69 60-64 Median St. dev 83 6.3 82 8.0 75 7-3 74 7-3 r = + 845 (24) (6.3) (8.0) P. E. = .07 = + •70 4-422 (20) (7.3) (7-3) P. E. = .12 = + •40 History IV French III History IV Chemistry No. of Pupils (18) No. of Pupils (18) No. of Pupils (42) No. of Pupils (4») Q K— QQ O I 5 4 7 1 O 2 7 3 6 O 2 5 13 7 5 QO— Qd. 2 8s-8q 7 80-84 8 7 c— 7Q 11 70—74. 5 6s-6q 3 60-64 1 St. dev 77 5-8 84 4-7 79 6.9 81 8.4 + 147 (18) (5.8) (4.7) P. E. = .14 = + •30 r = 4-1604 (42) (6.9) (8.4) P. E. = .05 = + .70 FOURTH YEAR RECORDS 6 9 Hist IV Zoology Hist. IV Astronomy No. of Pupils (*3) No. of Pupils <»3) No. of Pupils (25) No. of Pupils (=>5) 0^—00 O I 2 4 6 7 1 2 O I 2 6 5 2 3 4 O 2 I 6 10 3 3 00— QA 85-89 2 80-84 75-70 4 3 4 9 70-74. 65-69 60-64. Median St. dev 75 7-i 78 9.0 78 6.9 68 10.2 r = + 1068 (23) (7-i) (90) P. E. = .07 = + •73 r = + I33I (25) (6.9) (10.2) P. E. = .06 = + ■76 History IV No. of Pupils (40) 95-99 o 90-94 1 85-89 5 80-84 7 75-79 13 70-74 10 65-69 2 60-64 2 Median 78 St dev 6.9 Drawing IV No. of Pupils (40) 4 18 16 2 O O O O 90 3-2 r = + 270 (40) (6.9) (3.2) P. E. = .10 = + .3i 70 ABILITIES OF HIGH SCHOOL PUPILS Latin IV Chemistry German III Chemistry No. of Pupils (20) No. of Pupils (20) No. of Pupils (14) No. of Pupils (14) 95-99 90-94 85-89 I 3 5 5 2 2 2 3 O 6 4 4 2 1 I I 2 4 2 3 1 2 I I 80-84 3 5 2 75-79 70-74 65-69 60-64. Median St. dev 84 8.9 84 8.1 75 8.4 80 7.8 + 1047 (20) (8.9) (8.1) P. E. = .07 = + ■73 + 408 (14) (8.4) (7-8) P.E. = .is = + •44 Eng. IV Sten. and Typ. German III Sten. and Typ. No. of Pupils (23) No. of Pupils (23) No. of Pupils (10) No. of Pupils (10) 95-99 I 5 5 6 3 2 1 I 3 4 2 4 4 3 1 1 O O I I I 4 1 2 O 90-94 85-89 I O 80-84 75-79 70-74 65-69 2 I 4 2 60-64 55-59 Median St. dev 79 7-5 77 10.4 7i 7.0 73 7.8 + 1083 (23) (7-5) (10.4) P. E. = .09 = + .60 + 318 (10) (7.0) (7.8) P. E. = .14 = + •58 FOURTH YEAR RECORDS 71 Hist. IV Sten. and Typ. Chemistry Sten. and Typ. No. of Pupils (41) No. of Pupils (40 No. of Pupils No. of Pupils 95-99 90-94 85-89 3 2 9 9 13 4 1 2 3 5 4 9 9 6 2 1 O O 2 5 2 2 O O O 80-84 2 75-79 2 70-74 65-69 4 2 60-64 1 55-59 Median St. dev 76 7-i 75 9-4 77 5-4 72 5-8 + 1675 (4i) (7-0 (9-4) ' P. E. = .07 + .61 + 144 (11) (54) (5-8) P. E. = .i7 = + .42 Zoology Sten. and Typ. Astronomy Sten. and Typ. II No. of Pupils (10) No. of Pupils (10) No. of Pupils (10) No. of Pupils (10) 95-99 O O O 2 2 2 2 2 O O 2 O 4 2 1 1 1 1 I 2 O O 5 2 90-94 I 85-89 2 80-84 75-79 I O 70-74 65-69 3 1 60-64 55-59 Median St. dev 72 7-1 77 8.8 70 11.7 86 14.0 r = — 219 = — •35 (10) (7.1) (8.8) P.E. = .i8 This negative coefficient is not specially significant as the number of pupils involved is very small. The variation due to a few individuals may ac- count for the unusual value. + 1095 (io)(il.7)(i4-o) P. E. = .01 = + •67 ABILITIES OF HIGH SCHOOL PUPILS Zoology Drawing IV Astronomy Drawing IV No. of Pupils (10) No. of Pupils (10) No. of Pupils (.12) No. of Pupils (12) 95-90. O I 4 3 1 1 O 5 5 O I 2 I I 3 4 3 5 2 90-94 85-80 80-84 2 75-79 O 70-74 O 65-69 O 60-64. O Median 80 7-i 90 3-0 68 9.8 91 4.2 r _ +167 _ I ? Q „_ —13 _ r ~ (10) (7.1) (3-0) - " t "' 7 r ~ (12) ( 9 .8) (4.2)- '° 3 RE. = .08 RE. = .19 This coefficient is very large, when compared with the Again, a very low coefficient is usual one obtained for obtained for drawing. The drawing. It should be number of pupils concerned is noted, in this connection, small, that only ten pupils are included in this combi- nation of subjects. Stenog. and Typ. II Drawing IV No. of Pupils (16) No. of Pupils (16) 95-99 o 1 90-94 2 7 85-89 3 8 80-84 2 o 75-79 3 o 70-74 3 o 65-69 1 o 60-64 1 o 55-59 1 o_ Median 78 90 St. dev 9.5 2.8 —108 __ T ~ (16) (9-5) (2.8)~ >25 RE. = .i6 Another low coefficient for drawing. A summary of all the coefficients for fourth year subjects follows : FOURTH YEAR RECORDS 73 O > ,-v ,— > ^-v f)^ "V-s i Ocn^Ow °°0 O n ., ^ « 1 1 "2* Q ~o~* c — i ,-^ ,—S ,-> U^,^ •-s ,—v »0^-v Oro'-'i-.Ni-irCo'^O^. °° O ^ 1 w vo VO cs vO ^rl- M -S* w X W « X i" 1 - w H _ o a £j?S<£x x x x X | X X ta .. t* ^S^\§^S* * * 1 * l/) M ft o > _c ^00 O T)-fOO « v. 1 ^ K, X X « >-) c ^ **w o •#§X§* X | X X X NOON •< "%-s ,—, ~o o 3?£?x | X X X X N a u up _). I--, -f- | X * t-~ 0) •*}" w * 3-gx u > VO oo I O 'cT fi't^vO "in O ^ o 'o O 00 " "^ "I 'o' VD N 1 t>. T l-^N^C 1 vOoo"^ i- ^vO "500 ^00 t^v© "*■ >0 ° «Q <^ ti VO r^"*5-rj-^l-i-i lOi-c 0) > ^H {-* •> >hIV ry IV istry [TV . . >> S * and ' ing F ten. U- 1 I L N < c (t c S Go t-i w Q- C a B) u qj m 3 <-G J! o a H ■C) V > o ► 55 a 74 ABILITIES OF HIGH SCHOOL PUPILS From this table, we note the following: 7 coefficients are between .7 and .8 4 coefficients are between .6 and .7 3 coefficients are between .5 and .6 4 coefficients are between .4 and .5 2 coefficients are between .3 and .4 1 coefficient is between .2 and .3 1 coefficient is between .1 and .2 1 coefficient is o 3 coefficients are negative. Twenty out of the twenty-six coefficients are greater than .3. The subjects having coefficients less than .3 are: English IV 3 out of 9 coef. are less than .3 Latin IV 1 out of 3 coef. is less than .3 German III 1 out of 4 coef. is less than .3 Zoology 1 out of 4 coef. is less than .3 Astronomy 1 out of 4 coef. is less than .3 Stenography and typewriting II.. 2 out of 7 coef. are less than .3 Drawing IV 3 out of 5 coef. are less than .3 It is worthy of note that drawing IV is the only subject having a majority of its coefficients less than .3. SUMMARY Grouping the coefficients of each year according to sub- jects and according to size of coefficients, we have the following tables of distribution for each year: First Year .8 to .9 .7 to. 8 .6 to .7 .5 to .6 •4 to .5 •3 to .4 .2 to .3 Per Cent of Number of Coef. = .5 or More English I Algebra I Latin I History I Science I Drawing I 1 1 2 I 2 2 I I I I I 2 4 3 1 2 2 I I 40% 0% 20% 60% 60% 20% Second Year .7 to .6 to •7 .5 to .6 .2 to •3 Per Cent of No. of Coef. = .5 or More English II. . Geometry I . Latin II German I . . French I . . . . History II . . Bkg. I...... Com. Arith. , Com. Geog. . Drawing II . 44% 33% 60% 43% 25% 67% 20% 40% 80% 22% Third Year •7 to .8 .6 to •7 •5 to .6 •4 to .5 ■3 to •4 .2 to •3 .1 to .2 to .1 — .1 to — .2 to — .1 Per Cent of No. of Coef. = .5 or More English III Latin III German II French II I I 2 2 3 1 1 4 1 1 1 1 1 I I I I 2 I I 2 I 3 1 2 2 2 1 1 5 I 2 2 I I I I I 56% 43% 25% 0% Algebra II History III Physics Bookkeeping II . Sten. & Typ. I . Drawing III.. . . I I I I 3 2 I 2 1 1 43% 25% 57% 75% 33% 0% 75 76 ABILITIES OF HIGH SCHOOL PUPILS Fourth Year •7 to .8 .6 to •7 •5 to .6 ■4 to •5 •3 to •4 .2 to •3 .i to .2 o to .1 — .1 to o to — .1 -•3 to — .2 — •4 to -•3 Per Cent of No. of Coef. = .5 or More English IV. . . . History IV Latin IV German III . . French III. . . . Chemistry .... Zoology Astronomy. . . . Sten. and Typ. II Drawing IV. . . I 4 2 I 2 2 I I 2 2 I 3 2 I I I I I I 2 2 I I 2 I I I I I I I I I I I I I I 56% 67% 67% 25% 50% 60% 50% 76% 57% 20% If we combine the results as shown by the four preceding tables, we have the following table showing the distribution according to departments and size of coefficients. Summary of All Four Years CO O cr> to CI l' \ O « f CI 1' CO 1' en l' -J- 1" d. • __ H "o d"? fcll 1^ •> U So"? *S5|| English 2 5 5 3 1 1 7 1 5 6 5 9 3 7 4 2 2 8 6 3 1 3 4 10 7 2 6 7 5 2 9 2 3 2 2 2 2 4 4 3 2 8 3 8 I 2 4 3 2 1 3 1 1 I I I I 32 18 25 25 52 32 28 16 5 13 15 17 16 4 25 13 21 21 36 25 9 5"% Mathematics . History Science Foreign languages . . Commercial . . Drawing I 2 I I 28% 52% 60% 33% 50% M% Total 212 86 I50 41% This table shows that a total of 150 out of the 212 co- efficients are equal to .3 or more, and that 86 of them are equal to or greater than .5. This is evidence that there is a considerable correlation among the records of these pupils. Indeed, if we bear in mind that the coefficient of correla- tion between English II and English I was .83, that between Latin II and Latin I was .63, that between geometry I and algebra I was .63, and that between drawing II and draw- SUMMARY 77 ing I was .55, we have good reason for considering coeffi- cients of .3 or greater as having significance. The next point to consider is the probable cause of this correlation, as shown in the school records. This may be due either to " spread of ability," as claimed by the advo- cates of the doctrine of formal discipline, or to the similarity among subjects. The latter does not necessarily imply re- semblance of content, but it may be based upon the fact that the school procedure is very much the same in most subjects, and that success in most subjects in school is based upon doing almost the same sort of thing in each subject. That the correlation, which we have found to exist, probably does not depend upon the "spread of ability" but upon similarity among subjects, is shown by the very small amount of correlation between drawing and other subjects. An examination of the last table will show that out of 28 coefficients for the subject of drawing, only four are equal to .5 or more, and only nine are equal to or greater than .3. Here we have a subject, considerably different from the so-called "academic" subjects, and it shows this difference by a strikingly low amount of cor- relation with the other subjects. It may be claimed that typewriting, being considerably different from the "aca- demic" subjects, should show little correlation with them. In the school records which have been used, the records in the subjects of stenography and typewriting have been com- bined, and any difference in correlation due to typewriting may be covered up by the opposite effect due to stenography. Since there is considerable correlation among the sub- jects, the practical question arises, Can we not estimate the general standard of a pupil in school by the grade which he has attained in some one subject? In most schools in which the elective system is in force, promotion is made upon a subject basis. In other cases, it may be desirable to know what subject will best indicate the progress of a pupil. The last table shows that 60 per cent of all the coefficients for science, 52 per cent of those for history, 50 78 ABILITIES OF HIGH SCHOOL PUPILS per cent of those for English, and 50 per cent of those for commercial subjects, are equal to or greater than .5. The other subjects rank lower. If we should use the record of a pupil in a single department to form the basis for our estimate, it should be one of these four departments. In the case of science, there are several branches included (physics, chemistry, zoology, astronomy, physical geog- raphy, and botany), and there is much variation among these. Moreover, the number of pupils involved in the calculation of some of these coefficients is small. If we consider history, we find some of the high coefficients occur for history II, in which subject there were few pupils. In addition, as the number of pupils taking history in any year is smaller than the number taking English, it is only natural to assume that the coefficients based upon the larger number of individuals are more worthy of consideration. The com- mercial department includes various subjects, and the num- ber of pupils is, again, smaller than the number studying English. Since English has the largest number of pupils, and, moreover, since its coefficients rank so high (50 per cent of them are equal to or greater than .5), it seems to be the subject best fitted to form the basis of judgment of a pupil's school progress. In this connection, we should bear in mind, also, that a coefficient of .72 was found between the general average in the first year and the subject of English I. PART II Further study of the subject of correlation of pupils' abilities was undertaken in the following manner. Two groups of pupils in the first year class were chosen. These were pupils who had entered the school in September, 191 5. One group was composed of pupils taking an academic course, the other included those who had chosen a com- mercial course. The pupils were not selected upon the basis of ability, but were taken in alphabetical order from the total number studying the same combination of subjects. There were 30 pupils in the academic group, and 29 in the commercial. These pupils were given three different tests, which have been used elsewhere in investigations of the abilities of individuals. The results of these tests have been correlated with the semester marks of the several sub- jects studied by the pupils. The purpose of this part of the investigation is to ascertain the amount of correlation existing between ability as measured in terms of these tests and ability as shown by school grades. The first test given was the Trabue completion test (see Trabue, "Completion Test Language Scales," 1916). Two language scales were used, L and M. Test L consists of eight incomplete sentences to be filled out by the pupil. The sentences are the following : TRABUE LANGUAGE SCALE L 60. Children are rude not easily win friends. 66. Plenty exercise and air healthy and girls. 70. In to maintain health, one should have nour- ishing 65 happiness can not be with money. 32. One's do always express his thoughts. 79 80 ABILITIES OF HIGH SCHOOL PUPILS 92. To to wait, after having to go , very annoying. 78. It is sometimes to between two of action. 97. One can do his at one while of another. Test M consists of eight sentences similar in nature to those of test L. These sentences are : TRABUE LANGUAGE SCALE M 67. One can not foretell will happen in the 59. The dog a useful because his intelligence and faithfulness. 95. Many people their health because do not the of hygiene. 79. Nothing can one's happiness effectively than a guildty 45. To many things ever finishing any of them a habit 91. The seems and dreary a discouraged 55 that are to one by an friend should be pardoned readily than injuries done by one is not angry. 88. It is that a full-grown man should a ghost he is The time allowed for each test was five minutes. Each sentence was marked 2, 1, or o, in accordance with the manner in which the blank spaces had been filled. The second test was what is known as the word-opposite test. Forty words were given to the pupils, and they were required to state, as far as possible, the exact opposite of each one. The words used are those given in lists A and C in Whipple, Manual of Mental and Physical Tests. The lists are as follows: PART II List A List C bad stupid inside hard-working slow strong short sane little obnoxious soft foolish black handsome dark adroit sad superior true loquacious dislike rapid poor generous well straight sorry separate thick up full always peace joy few high below obscure enemy proud 81 The time allowed was just about enough for the quickest to finish. The answers were marked i, Yz, or o. The third test was in the cancellation of a single letter, a, (see Test 26, Whipple, Manual of Mental and Physical Tests). Each pupil was given paper upon which were printed 100 of each of the 26 letters of the alphabet, arranged in chance order. hplgvjembsfgtcdbvmzkhfpoiabgjflurcqihdjoabkvt ndefxkjcdtmwfzeojqlfhycijwpzhkeqfvyzlsxfpvrjy mxniufktvxpyralkjowqfvpystexralpbiqcrdjfuqzihg pskdcmosgfyqwepkasditogmqkftshbdrpzvxqufsid tohxwaklbvxzfoearlsjvqfuoltdapqevkmtpuodszejwg xfvozpkqrbeftkxrvjybuacdswbumehrcdxygjwhblft yekdwzvxbpokwizyedgowacpkmjrhltoivdaxkhmwz 82 ABILITIES OF HIGH SCHOOL PUPILS ytejscqioxhtfayubltrezpwmslbjgevxniwoybhazfkm tndrbuclmteazyjgivptwohswfzyqrhlnajyozptqkba msofcvukbijpcyfaoujzmclkrvxptcndsoaljyrbcvzsgu yknbfcgzjprinqkdfgawulcrkgdfuiqkaczymdlxfqokz n wu j gredlzupn j xgd f zemo j ndxciuz wb j qdghvusiqod zbuecgtpqkuwljorbkspwujtoebnmwadfsvnknbroljw icuofnaedjxcgvznlsfjbhzruxnfmodhycvsqrukfgdaie xmphfdoqcretbmivlcdnfhqkgpxoasvyntxwbqpfhvn ekdzjrylqamsptkgzonieusyrpnqzcsvtuiygfkpzsnldt vkbpasynjxhobuywqzcljgyrovdwnmuqkfxihyvgaj wlusnmxbgtyikpaugxltybingujsxyrpmhgvbzluxce wgtjfablhxmqsynaziegmsyqjdnxlebztagmahfioqus rtmhlciqagnyrtcljhinrbmqepglcsvmrwxpcqztbaksn yvgxzodcabeximnfyutjrxnzhwbdipcolevxintmhwpl iymgdwrakivqyselwdfikuhvsgdcimwopvqkinudwr htlvxysizcldqwpjuzraehwivsrmyubevpnigoqsmvzer uysmxanigzveqxrpwosnltxzujwgakmehlcynbkpwv oahyispktgcmnqzsejiucodrhesbgufmxopnqckegmu xatko j hbea vupsrmxtq wkhbcory uaqhimzk wbnq j ria ldevcbtqnwlxdrzfecgrpinajhxtqkyiwmucgolkebam qrgnvjswhdexcormuplhqrnzetwblhcgrtjamlfhycxr bovzdnyheilavcfonyhxatzwgnhjfmowbpxhtsdfvep wimngsaect j qwhf typdos. zcyuwtgjikmhzsjnquocvdjlkutwnrsxyeuhntrpxav ehtwzcrypxfakvrnuhmgdayxiljegrzsctbpoqmyegn dtjicsenhuvfioxaqdemcryaidzqweonvmraughscnip wlamkveoixtygnrhlxeyvgqnbmikpawszcvmtijbezs cykrwdzqlxkrmhzqbpevlsfzoahrfbymwunegbqvwti rymogsewpfcmjsxgiwcktaorhxdgkflnpvtjsgdmnv wyp j xmhzof uj nyakehqlgusxndpzah j kvulwy dnzbx lrehgazjsymkxzqwpthsegblnijxrwvlmqiactwpzliem oyfduzljncaimwsrndybakxgedmphnujblamptxzsre lycaxfgzsmtainyxhjdstwmygvplactwodsneigbjvnf wxprseyhcflwtqxzibofswdcijnztxskidoqfugscrmpo aglqxepvfntycauqhimnjxkobtahlexqnftvkdaeulbgi qfdalgctwvhboimtnwsklovhceuwpyknzojvshtyzwic PART II 83 rdpljvihoubrptiazwfnpmlsoedkxtlngrbjkpfnqixycw vgftvpebxoarihncdoaqiftbhswaupfqniegrpvblinodecq rsz j f gauilohvqaf ceu j zgtnldvaos j biphtlsbcmuwtpks ymdiuhfvsxlrqapibxodsatexqrhbkuivozgbreskuxov lqdjhuafcxevwdrqcgnljeomwtxiucyfjzmqblhdnifvct axsezryfngovhtzjuasikbztdwlhkjznvyawqlexkjbyr oxzmwkqntbcjpoghzdtrqyevjscrfbtxwpgdkecfjwyg bzshiuyfrwgpbednzckibhxvgwfmrzuqjpwexmvgup fbhnimtldwusxgckyrantsucogrmfdqyuopkzacnvsp umdyltksbzuphnfwigbluqhdmjitgoadfrhkjebaiqgz mkuwpnqzymjcsulxayokrvuxfmqjohbkzuyqlofrw xgeszlbfvhdezropvqadkcxfulybqpzdjstirmhfqvkcgj aewmxtckrbqyxjlopncvkdbrpuaozvymnrudjthzpqo bykfdavolbysemcpluofgmrbykapomtczqefiwkhlvob j pradhwgkqbrvdyp f sgkteuvj qn f tcb j wulihmpxdrkq ebzyfgjusohqdyfkciumeqjxaokvnsiwjpychfzgleqm c wxipdkotbmj vgry dkc f oslq The time allowed was just about enough for the quickest to finish. The single index of net efficiency, E, was computed as follows : E = SA, where 5= the speed index (ground covered) A = the accuracy index A = — : — , where o = no. of letters erroneously omitted c-\- J c = no. of letters crossed w=no. of letters wrongly crossed. The results of the several tests are given in the following table. Each pupil is indicated by a Roman numeral. 8 4 ABILITIES OF HIGH SCHOOL PUPILS Academic Group Pupil Trabue Trabue- Opp.— Cancel- L M Total Easy Opp. Hard Opp. Total lation 3 9 12 20 13 33 1956 5 ii 16 20 14 34 2020 7 8 15 I9§ 12* 32 1642 8 2 IO 19 Il| 30! 2574 9 IO 19 19 14 33 2072 3 2 5 19 34 22! 2054 II 5 16 l8| I2| 3i 2271 4 7 ii 19 7* 26! 1700 5 9 14 19 12 3i 2548 8 4 12 18 ill 29! 2131 5 8 13 16 8| 24! 1545 9 IO 19 20 5 25 1302 8 4 12 19 io| 29! 2143 4 5 9 16 6 22 1626 IO 8 18 20 n| 3i! 1540 9 II 20 20 16 36 2113 5 5 10 I9§ 11 30! 2522 7 7 14 18 io| 28! 2444 6 12 18 18 14! 32! I761 8 IO 18 nh 12 29I 2548 II 13 24 I8J 17 35! I64O 8 9 17 19 11 30 1454 6 8 14 16 11 27 1778 12 9 21 19! 15 34l I340 7 5 12 19 13! 32! l6ll 3 7 IO 19 ill 3«! II9I 6 6 12 I8J io| 29 224O 9 12 21 20 14 34 I838 II II 22 18 III 29! I47O 4 8 12 20 io£ 30! I46O I II Ill IV V VI VII VIII.... IX X XI XII.... XIII.. . XIV.... XV XVI.... XVII... XVIII.. XIX.... XX XXI.... XXII... XXIII.. XXIV.. XXV. . . XXVI . . XXVII . XXVIII XXIX. . XXX. . . PART II 85 Commercial Group Pupil Trabue Trabue Trabue Easy Hard Opp. L M Total Opp. Opp. Total II 10 21 19! I6| 36 5 8 13 20 10^ 305 6 10 16 20 14 34 12 6 18 20 II 3i 11 9 20 20 H 34 8 7 15 195 io| 30 6 3 9 20 7 27 6 5 11 18 5 23 9 9 18 I9i I2| 32 10 9 19 20 15* 35* 11 10 21 i6| 6| 23 11 12 23 20 15 35 8 4 12 19 6| 25! 7 6 13 20 IOj 302 9 8 17 20 3 23 11 10 21 19! I4l 34 2 5 7 17 7 24 9 12 21 20 14 34 5 6 11 i6| 5* 22 11 6 17 20 9h 292 9 9 18 19I 14 33* 10 12 22 18 11 29 9 12 21 18 12 30 7 11 18 19 14 33 11 7 18 20 14 34 10 7 17 18 11 29 10 7 17 19 14 33 12 12 24 19 13* 32^ 8 7 15 18 13 31 Cancel- lation XXXI... XXXII.. XXXIII. XXXIV. . XXXV . . XXXVI . . XXXVII. XXXVIII XXXIX . XL XLI XLII... XLIII... XLIV.... XLV .... XLVI . . . XLVII... XLVIII.. XLIX. .. L LI LII LIII LIV LV LVI LVII.... LVIII. . . LIX 1538 1987 1425 2054 1808 1213 1504 1573 1635 1865 1890 1465 1536 1384 1640 1 165 1636 1238 2147 1502 1695 2279 1984 2015 1300 2470 2006 1958 1918 The school grades in each subject are given in the follow- ing tables: 86 ABILITIES OF HIGH SCHOOL PUPILS Academic Group Pupil I II Ill IV V VI VII VIII IX X XI XII XIII XIV XV XVI XVII XVIII XIX XX XXI XXII XXIII. . .. XXIV XXV XXVI XXVII XXVIII... XXIX XXX Eng. I Alg. 1 Hist. I Latin I 79 78 73 73 80 87 58 82 74 95 70 88 75 98 81 94 77 83 65 57 65 57 58 57 75 77 62 69 65 95 80 92 64 86 69 86 67 74 45 64 72 57 55 52 78 78 64 94 69 97 63 75 70 67 64 65 77 92 83 81 87 94 78 85 68 62 63 83 70 61 77 74 72 60 64 66 75 64 61 55 72 95 7i 78 88 94 83 80 57 78 61 77 73 87 85 92 69 74 58 58 69 74 58 58 70 84 63 68 85 96 64 77 76 95 76 85 54 86 72 7i Draw. I 91 80 69 84 84 87 8l 71 65 74 83 65 80 73 76 81 72 72 63 86 76 81 77 88 77 77 73 87 84 74 PART II 87 Commercial Group Pupil Eng. I Bkpg. I Arith. Sten. I Typ. I 88 90 86 99 60 64 70 91 84 85 77 76 65 83 61 78 75 58 68 48 83 78 73 9i 64 68 70 57 78 85 83 90 69 90 74 93 87 98 85 93 79 70 75 63 81 99 95 96 66 75 72 66 75 86 73 97 66 60 79 35 83 99 82 60 7i 78 59 41 77 62 7i 90 47 45 82 34 82 66 81 88 87 82 77 72 75 72 56 34 65 65 56 30 88 84 86 66 65 90 67 55 80 88 82 50 86 98 85 97 93 94 96 93 82 85 62 60 Draw. I XXXI XXXII. . . XXXIII. . XXXIV. . . XXXV. . . . XXXVI... XXXVII.. XXXVIII XXXIX . . XL XLI XLII XLIII XLIV XLV XLVI XLVII... XLVIII.. XLIX. . . . L LI LII LIII LIV LV LVI LVII LVIIL... LIX 65 65 83 62 67 61 52 59 77 80 74 80 63 63 57 75 57 74 5i 75 72 67 58 80 63 73 82 80 64 78 80 73 85 88 90 80 88 80 90 88 85 85 90 89 88 83 65 63 80 85 75 75 88 78 75 93 90 88 ABILITIES OF HIGH SCHOOL PUPILS The medians and standard deviations are indicated in the following tables: Academic Group Trabue Test Opp. Test Cancel 1. _ Test E °g- I Alg. I Hist. I Lat. I Draw. I Maximum. . . . Median St. dev 32 14 4-5 40 30.5 3-5 2600 1808 408.4 IOO 72 7-5 100 84 13-5 IOO 64 10. 1 IOO 76 12.4 IOO 77 7-1 Commercial Group Trabue Test Opp. Test Cancell. Test Eng. I Bkpg. I Com. Arith. Sten. I Typ. Draw. I Maximum. . . . Median St. dev 32 18 4-3 40 31 4.2 2600 164O 334-9 IOO 67 9-1 IOO 78 10.5 IOO 83 14-3 IOO 75 10.3 IOO 72 22.4 IOO 85 7.8 The coefficients of correlation found are as follows Academic Group Trabue Test Opposite Test 1 Cancellation Test. English I •52 •35 •37 .28 .11 .40 •49 •23 .25 .16 — .02 Algebra I History I Latin I — .20 -.06 -.06 Drawing I •03 Commercial Group Trabue Test Opposite Test Cancellation Test •56 •50 .32 .25 .16 .11 •59 •55 •56 .20 •55 .12 .05 Bookkeeping I -.16 — .20 Stenog. I -.08 Typewriting I Drawing I -•37 -.16 Academic Group English I Algebra I History I Latin I Drawing 1 .22 .20 •19 •37 .22 .42 •65 .09 .20 .42 •57 •13 •19 .65 •57 — .22 •37 .09 •13 — .22 Drawing I PART II Commercial Group 89 English I Bookkeeping I Com. Arith.. . . Stenog. I Typewriting I. Drawing I . . . . Eng. I Bkpg. I Com. Arith. Stenog. Typ. — .69 •52 •54 •50 .69 — .66 .48 •50 •52 .66 — •38 •52 •54 .48 •38 — •51 •50 •50 •52 •5i — •15 .50 •53 .21 •31 Draw. I •15 •50 •53 .21 •3i If we consider the coefficients of correlation between the results of the completion test and the school grades, we find in the academic group a fair amount of correlation, with the exception of the coefficients obtained for drawing. These results, in general, confirm those found in Part I of this study. It is not surprising that the results of a language- scale test should correlate more closely with English than with the other subjects. The coefficients found for the completion test with the school marks of the commercial group show, again, that English has the highest coefficient and drawing the lowest. Typewriting, which offers many points of dissimilarity with the other subjects, gives a low coefficient also. Proceeding to the results obtained in correlating the marks made in the opposite test with the school grades, we find for the academic group that drawing gives the lowest figure, and English next to the highest. For the commercial group, drawing again ranks lowest, and English highest. Type- writing, however, ranks high, and does not agree with the result found for the completion test. The results of the cancellation test, when correlated with the school grades, show great irregularities when compared with the figures for the other tests. The cancellation test, itself, has for some time been regarded not as highly as the other types, and accordingly the coefficients obtained for it can not be looked upon as possessing great importance. An inspection of the correlation coefficients for the school grades among themselves, shows that drawing ranks lowest for both groups of pupils, a fact which confirms the results 90 ABILITIES OF HIGH SCHOOL PUPILS of Part I of this study. The figures for English rank high for the commercial group, but not for the academic. It should be remembered that these coefficients are based upon the marks of the first semester, and can not be considered as important as those in Part I, which are calculated from the records of a full year, and for each year of the course. Summary of Conclusions i. This study of the coefficients of correlation among school grades shows a considerable amount of correlation, 71 per cent of all the coefficients being equal to or greater than .3, and 41 per cent being equal to or greater than .5. 2. Drawing ranks lowest among all the subjects, the size of the coefficients being taken as a basis. 3. The correlation, as found, may be due either to a " spread of ability " or to resemblance of elements among the several school subjects. Since drawing, a subject very unlike the other ones, shows low coefficients, the correlation is probably due to resemblance of elements among the sub- jects, or at least of those things counting for success in school. 4. If it is desired to use a single subject as the basis of judgment of school progress, English is probably the best one to select for this purpose. PART II 91 Bibliography Brinckerhoff, E. C, Morris, G., and Thorndike, E. L. The rela- tionships between the abilities involved in secondary school sub- jects. Columbia University Contributions to Philosophy, Psy- chology and Education, Vol. 11, No. 2, 1903. Brown, W. Some experimental results in the correlation of mental abilities. British Journal of Psychology, Vol. 3, 1910. Burris, W. P. The correlations of the abilities involved in sec- ondary school work. Columbia University Contributions to Phi- losophy, Psychology and Education, Vol. 11, No. 2, 1903. Burt, C. Experimental tests of general intelligence. British Jour- nal of Psychology, Vol. 3, 1909. Frailey, L. E., and Crain, C. M. Correlation of excellence in dif- ferent school subjects based on a study of school grades. Jour- nal of Educational Psychology, Vol. 5, 1914. Moore, C. N. On correlation and disciplinary values. School and Society, Vol. 2, 1915. Smith, A. G. The relationships between the abilities involved in the study of grammar school subjects. Columbia University Contributions to Philosophy, Psychology and Education, Vol. 11, No. 2, 1903. Spearman, C. General intelligence, objectively determined and meas- ured. American Journal of Psychology, Vol. 15, 1904. Spearman, C. The proof and measurement of association between two things. American Journal of Psychology, Vol. 15, 1904. Strayer, G. D., and Thorndike, E. L. Educational Administration. Thorndike, E. L. Educational Psychology. Thorndike, E. L. An introduction to the theory of mental and so- cial measurements. Trabue, M. R. Completion-test language scales. Whipple, G. M. Manual of mental and physical tests. Winch, W. H. The faculty doctrine, correlation and educational theory. Journal of Philosophy, Psychology, and Scientific Methods, Vol. 8, 1911. Wissler, C. The correlation of mental and physical tests. Psycho- logical Review, Monograph Supplements, Vol. Ill, No. 6, 1901. Woolley, H. T., and Fischer, C. R. Mental and physical measure- ments of working children. Psychological Review, Monographs, Vol. 18, No. 1. APPENDIX Tables Showing the Correlation Existing Between Records Made in the Subjects of the First Year Course Table Showing Correlation of Records in English I and Algebra I for 121 Graduates English I 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 55-59 1 1 1 1 60-64 1 2 3 65-69 1 3 1 3 2 70-74 1 3 5 3 1 75-79 1 8 4 7 3 80-84 1 3 7 7 4 2 85-89 1 I 4 1 10 1 90-94 1 2 5 5 5 95-99 2 1 2 English I and Latin I (87 Graduates) Latin I Below 50 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 60-64 1 1 _, 65-69 1 3 4 3 2 2 70-74 1 2 3 2 3 3 1 1 w 75-79 1 1 4 6 2 6 4 1 80-84 1 1 3 10 1 3 3 85-89 1 5 I 92 APPENDIX TABLES Latin I and Algebra I (87 Graduates) Latin I 93 Below 50 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 55-59 60-64 1 1 1 1 1 2 65-69 1 2 1 1 u 70-74 2 2 2 1 01 M < 75-79 1 2 1 4 5 2 2 1 80-84 1 1 3 3 1 4 1 2 1 85-89 1 3 4 2 2 90-94 95-99 I 2 4 2 6 2 1 1 2 History I and English I (92 Graduates) History I 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 55-59 1 60-64 1 1 65-69 1 2 2 7 1 2 1 70-74 1 1 5 6 6 1 75-79 1 2 2 4 5 4 5 80-84 1 6 7 4 2 85-89 2 4 2 90-94 1 1 94 ABILITIES OF HIGH SCHOOL PUPILS Science I and English I (61 Graduates) Science I 50-54 55-59 60-64 65-69 70-74 75-79,80-84 85-89 90-94 95-99 55-59 1 60-64 1 1 2 H-C 65-69 2 4 2 1 00 70-74 2 4 3 3 3 W 75-79 1 3 3 2 2 80-84 2 3 4 3 2 85-89 1 1 2 1 90-94 1 1 Science I and Algebra I (61 Graduates) Science I 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 55-59 1 2 60-64 1 65-69 1 2 2 2 1 70-74 1 1 4 5 75-79 3 2 3 2 80-84 1 1 2 1 3 1 85-89 1 I I 2 6 1 90-94 1 1 1 1 1 95-99 I 1 APPENDIX — TABLES 95 Science I and Drawing I (61 Graduates) Science I 50-54 55-59 60-6465-69 70-74 75-7980-84 85-89 90-94 95-99 65-69 1 2 70-74 1 1 2 3 a 1 75-79 1 1 3 6 2 2 80-84 1 4 4 3 3 3 85-89 1 4 5 3 2 1 90-94 2 English I and Drawing I (121 Graduates) English I 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 55-59 1 60-64 1—1 M 65-69 1 2 3 70-74 1 2 4 6 3 1 Q 75-79 6 11 6 6 2 80-84 3 7 4 11 11 3 1 85-89 3 2 6 7 4 1 90-94 I 1 1 96 ABILITIES OF HIGH SCHOOL PUPILS Algebra I and Drawing I (121 Graduates) Algebra I 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 55-59 1 60-64 M 65-69 1 I 2 2 > 70-74 1 2 1 3 5 1 2 2 a 75-79 1 2 2 8 10 4 3 1 80-84 1 3 3 4 7 8 4 7 3 85-89 1 3 2 2 4 5 5 1 90-94 1 1 1 History I and Algebra I (93 Graduates) History I Below 50 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 55-59 1 1 1 60-64 1 2 1 2 65-69 2 1 I 2 2 70-74 75-79 3 1 I 1 2 1 1 3 2 5 1 1 80-84 1 1 2 4 2 4 6 2 85-89 1 1 5 3 3 1 90-94 1 2 2 2 5 2 95-99 1 1 1 I APPENDIX — TABLES History I and Drawing I (93 Graduates) History I 97 Below 50 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 55-59 1 60-64 65-69 70-74 75-79 80-84 2 1 1 1 1 2 2 1 2 2 3 1 2 9 3 3 4 I 1 2 2 5 9 7 4 3 85-89 90-94 i 1 2 2 3 7 2 Latin I and History I (60 Graduates) Latin I Below 50 50-54 55-59 60-64 65-69 70-74 75-79 80-84 1 85-89 90-94 95-99 Below 50 1 50-54 55-59 I 60-64 1 1 1 65-69 1 1 1 70-74 2 1 4 2 75-79 3 4 80-84 2 2 2 6 I I 85-89 2 I 2 4 2 90-94 I 1 I 5 1 95-99 1 1 9 8 ABILITIES OF HIGH SCHOOL PUPILS Latin I and Science I (27 Graduates) Latin I 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 55-59 1 60-64 65-69 1 1 1 70-74 1 1 2 2 75-79 1 1 2 1 1 80-84 1 3 1 85-89 1 1 1 2 90-94 1 Latin I and Drawing I Latin I Graduates) Below 50 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 55-59 1 60-64 65-69 1 2 1 1 70-74 2 1 1 2 2 3 1 1 75-79 2 5 5 5 3 3 80-84 2 2 3 3 3 5 5 5 2 85-89 1 2 3 2 2 4 90-94 1 1 APPENDIX TABLES History I and Science I (33 Graduates) History I 99 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-9495-99 50-54 I 55-59 1 60-64 1 _ 65-69 1 2 1 a 70-74 1 4 2 to 75-79 1 2 1 80-84 1 1 2 85-89 4 1 1 2 90-94 1 1 95-99 1 General Average and English I (121 Graduates) General Average 60-64 65-69 70-74 75-79 80-84 85-89 90-94 55-59 1 60-64 2 1 1 65-69 1 5 10 4 70-74 2 4 10 6 4 75-79 1 1 5 9 7 6 1 80-84 2 5 11 8 2 85-89 2 3 5 90-94 2 100 ABILITIES OF HIGH SCHOOL PUPILS General Average and Algebra I (121 Graduates) General Average 60-64 65-69 70-74 75-79 80-84 85-89 90-94 55-59 1 3 60-64 1 2 3 65-69 3 2 2 3 Q 70-74 3 7 2 1 4) < 75-79 1 3 7 7 3 2 80-S4 1 1 5 7 7 3 85-89 1 1 5 7 4 90-94 2 5 5 6 95-99 1 2 2 Date Due II III II Mi M Ml M AA 001 144 491 6 UNIVERSITY OF CA RIVERSIDE, LIBRARY