Oakland Public Schools A ^m^ I A School System for All of the Children A^ggl of All the People Reprint of the Report of the Department of Research VIRGIL E. DICKSON. Director sity of California] ;hern Regional jrary Facility Being Part of a Report of the Superintendent of Schools of Oakland, California 1917*1918 4 LB 1131 ! plrl-^nfl publ ic Southern Branch of the University of California Los Angeles Form L 1 LB MB* This book is DUE on the last date stamped below : 1927 JUL 1 5 1931 DAT6 SENT NOV 07 1994 DUE 3 DATE WEEKS FROM RECEIVED Form L-9-5m-5,'2 I REPORT OF THE Department of Research VIRGIL E. DICKSON DIRECTOR REPRINTED FROM THE SUPERINTENDENT'S ANNUAL REPORT OAKLAND PUBLIC SCHOOLS OAKLAND, CALIFORNIA 1917 1918 FOREWORD Theoretically, the principle of measurement has already become well established in the minds of school administrators and executives. It yet remains for it to be practically applied as a part of the scheme of administration in anything like a universal sense. The Oakland Public Schools have subscribed to the principle as being one of the outstanding characteristics of an efficient school system. Belief in the principle extends not only to members of the executive, administrative, and supervis- ory corps, but to practically all members of the teaching body as well. To apply the principle practically as one of the fundamentals of an efficient school system as indicated in the standards sug- gested on page 19 of this report, it is necessary that the spirit of measuring and weighing results be constantly and actively present in the minds of all the workers in the schools. When this becomes a fact, we shall have the principle applied to : a. Classroom results in the so-called academic subjects. b. To the final product of the schools as that product enters the workaday world through the placement machinery of the schools and through the gradually closer co-operation between the schools and industry. c. To the children themselves in the application of class- room methods and the content of the course of study. d. The costs of the schools in all units of organization and in all classes'- e'£ .-services. *•: • j •'♦ *"\ •*: ••• • .*••.•: : The completeness w^tkwhjcli, the schools asan theirfield of work;,'' :• • >•• .;• ••• :* : ; •*'*- *.••* e. 1 he completeness wjth. which, the schools as an institution cover The report of the Director of Research which follows here- with is the best evidence of the way in which this principle is becoming a part of the working program in the Oakland School System. n Superintendent. } I 3 1 REPORT OF THE DEPARTMENT OF RESEARCH Virgil E. Dickson, Director The Interest in Research Work Aroused Among Teachers and Principals. During the year it has been the constant purpose of the Department of Research to assist principals and teachers in discovering and attacking some of the common problems of the classrooms, and an endeavor has q been made to arouse interest in "internal survey" work. "What do we have to work with compared with what other teachers have?" "What are we doing compared with what others are doing?" An honest attempt to answer such questions is of great assistance to both teachers and pupils. The Director of Research has given thirty-two addresses to gatherings of teachers and principals in different schools on the subjects "Standard tests in classroom work," and "Psychological tests." He has also given two courses of lectures of ten hours each on psychological testing of school children. One class was attended by twenty-five first grade teachers. The other class was attended by forty-five principals and supervisory officers. The adjustment of the school curriculum to needs of pupils, the pro- motion and progress machinery, the causes of slow progress, the segre- gation of pupils into groups according to ability — all these are problems that must be attacked from the administrative angle. Teachers may see needs for readjustment and be anxious to make the necessary changes but they are very helpless unless they have the co-operation of the admin- istrative forces. Hence the class for principals was organized that we might, all working together, study these problems. The class for first grade teachers was organized because we need to study individual differences and to make adjustments to the child's needs as early as possible in his school career. A discussion of the serious need for readjustment of conditions as found in the first grade is made in another part of this report. Great interest has been shown by both teachers and principals with the result that the Research Department has been flooded with calls for help which it could not find time to give. 174 SUPERINTENDENT'S ANNUAL REPORT RESEARCH WORK IN THE ELMHURST, LAUREL, SANTA FE AND PRESCOTT SCHOOLS The four schools, Elmhurst, Laurel, Sante Fe, and Prescott, were selected for experimental study for two reasons: (1) Because of the variety of classroom and administrative problems involved in these buildings, (2) Because the principals and teachers in- these schools were anxious to co-operate in research studies. The subject of arithmetic was selected for the first study because the tests in arithmetic are easier for principals and teachers to understand, and because arithmetic tests have been given in many schools over the country which makes comparison of standards of accomplishment in different schools very easy. ARITHMETIC The Courtis arithmetic tests — Series B — were given in the four schools mentioned above in the month of October, 1917. Table No. 1 shows the results of these tests compared with the standards that have been set in the other places mentioned. It will be noted that the Kansas medians as a whole are lower than the General medians and the Boston medians are usually higher than the General medians. In Grade Four, the Oakland schools are high in speed and about average in accuracy in addition; slightly below average in both speed and accuracy in subtraction; slightly below average in speed, and average in accuracy in multiplication; while long division is not given in the Oakland schools in the fourth grade. The tests in long division were not given in the fourth grade. The Oakland medians would indicate that these schools have a very satisfactory standard for fourth grade work in addition, subtraction and multiplication, unless we raise the question of whether there is not too much speed in addition. For example, note the Elmhurst 4B and the Laurel 4B grades. Question. "Do these grades devote too much time to drill in addition, subtraction and multiplication?" In grade five, Oakland again stands high in speed in addition. All other processes are average except division which is low in both speed and accuracy. One 5A grade in the Elmhurst school stands very low in everything while another 5A grade in the same school stands high in every- thing, possibly too high. The principal and teachers should be able to justify these differences or should make some change in their work. The very high showing of both the 5A and 5B grades in the Prescott school in addition and subtraction would raise a serious question as to over-stress or over-drill in these two processes. Standard tests should enable us to determine whether too much or too little attention is being given to a subject, taking for granted that the teacher has average ability in teaching that subject. Any class is open to question when it stands very far either above or below the median for that grade. ARITHMETIC TESTS 175 The fact that long division is not given in the fourth grade may explain why the score is low in division in the fifth grade, however, the fact remains that these Oakland fifth grades are below the standard obtained in many other schools in division. The question for further study is "What should the standard be?" The median for the class is valuable to the teacher or to the principal because it reveals the general quality of the work of the class. It is the fulcrum upon which the class is balanced — half its number being on one side, half on the other. For actual help in teaching, however, the indivi- dual record of each pupil has the greatest value. Let us say that the standards set are reasonable. Then they should be attainable by at least half of the children in a normal class and no pupil should fall below the standard unless there is a satisfactory explanation. The graph on page 178 shows the test results for two eighth grade pupils in the Elmhurst school in the same class. The red line is the Boston standard. Pupil X is well above the standard in every process in both speed and accuracy, while pupil Y is far below the standard in everything. Pupil Y attempts 5 problems in addition and doesn't get one right. In the same period of time pupil X tries 14 problems and gets all right. In subtraction, pupil Y attempts 7 problems and gets 5 right; in multi- plication he attempts 8 and gets 7 right; in division he attempts 4 and gets 2 right. The graph shows the teacher exactly where she should put teaching emphasis with reference to these four processes and these two pupils. Both of these pupils will graduate (did graduate) from the 8th grade at the end of the year. Is graduation from the 8th grade any index of the ability of these two pupils to satisfy an employer, say in clerical work involving figures? Whenever drill work involving these four pro- cesses is given should the teacher require both these pupils to sit through the same recitation or do the same problems? A mental test would prob- ably reveal whether pupil Y's low record is due to poor teaching or to poor mentality, or to some trouble at the time of the test. The teacher knows that these pupils differ greatly in ability but to know just how much difference there is and to know where the weak or strong spots are should help her in both the teaching and in the management of these pupils. Similar information concerning all her pupils should increase her teach- ing efficiency. Every pupil should be taught to make his own graphs and watch his own progress and these graphs should serve as a guide in directing the teacher's efforts. Every teacher should be taught to use the individual graph to help her to diagnose the individual differences in her class. It is the plan of this department to give such assistance that many teachers in Oakland may be taught next year to use graphs and standard measurements in their classroom work. The inquiring attitude which is aroused toward individual problems should stimulate to better teaching. 176 SUPERINTENDENT'S ANNUAL REPORT COURTIS ARITHMETIC TEST Table No. 1 Addition Subtraction Multipl ication Division -o >> o a) U 3 na u od <- 3 •v u ca H 3 -3 u 2 3 — 0) : — . a. O 3 g Q. U o $ o. O U D. Q zo. < C/3 < xn >< C/) ■< Grade IV 4.8 7.4 41 64 5.3 7.4 46 80 4.4 6.2 41 67 3.3 4.6 39 57 General Medians Boston Medians.. _ 8 70 7 80 6 60 4 60 OAKLAND Medians.. 9.8 68 6.8 69 5. 63 Elmhurst 44 10 56 7 64 38 Elmhurst 4B 10.2 60 7.2 65 4.7 60 11 Elmhurst 4R 10.2 77 7.2 73 6.0 63 33 Laurel 4A 8.3 75 6.4 70 1.6 28 13 Laurel 4R 11. 73 7 70 6.8 86 11 Santa Fe 4A 10.4 68 6.7 68 37 Santa Fe 4B 8.5 70 6.2 70 5.9 77 34 Grade V Kansas Medians.. 5.9 52 6.8 63 5.7 57 4.0 52 General Medians 8.6 70 9.0 83 7.5 75 6.1 77 Boston Medians.. 9.0 70 9.0 80 7.0 70 6.0 70 OAKLAND Medians.. 92 62 8.5 76 6.4 67 4.1 45 Elmhurst 5 A 8.5 57 6.7 53 5 44 3.2 37 19 Elmhurst 5A 10.5 70 10.2 83 7.1 70 5 72 39 Laurel 5 A 10 55 8.3 80 8.6 75 5 41 10 Laurel SB 7 56 7 73 6.2 80 4 32 8 Santa Fe 5 A 8.1 60 7.7 78 6.6 72 5.1 50 34 Santa Fe 5 A 7.7 67 6.7 81 5.5 65 31 Prescott 5 A 11.1 60 9.8 75 23 Prescott 5B 11.2 64 13.6 87 34 RESEARCH AND MEASUREMENT 177 Table No. 1 — Continued. Addition Subtraction Multipl ication Division o. o eg u 9 o a, u S-, D O u < T3 S O u 3 o o < -a V 4> C/3 u cd U a o u < *4-< IO O K . a O 3 Grade VI Kansas Medians 7.0 9.8 59 73 7.9 10.3 72 85 7.2 9.1 69 78 5.3 8.2 71 87 General Medians Boston Medians 10.0 70 10.0 90 9.0 80 8.0 80 OAKLAND Medians.. 92 67 9.4 83 7.7 76 6.5 73 Elmhurst 6A 8.3 69 9.8 90 8.1 80 5.1 70 30 Elmhurst 6B 9.1 67 10.2 78 8.4 78 6.8 82 38 Elmhurst 6B 10.0 58 12.3 87.5 7.5 87 9.0 80 35 Laurel 6A 8.0 83 8.0 90 7.5 83 5.0 50 7 Laurel 6B 8.0 57 9.0 85 8.6 80 5.7 73 12 Santa Fe 6A 9.4 71 8.5 85 7.7 73 5.9 72 36 Santa Fe (Feb.)....6A 8.9 75 8.8 74 8.8 51 34 Santa Fe 6B 8.5 76 8.6 83 7.8 85 7.5 80 28 Santa Fe (Feb.)....6B 11.6 68 9.6 88 7.5 74 6.7 85 32 Elmhurst 6B 10.1 66 10.2 78 8.4 78 6.8 82 38 Prescott 6A 7.0 50 6.7 72 28 Grade VII Kansas Medians 7.8 63 9.2 77 8.5 74 7.9 81 General Median 10.9 75 11.6 86 10.2 80 9.6 90 Boston Median 11.0 80 11.0 90 10.0 80 10.0 90 OAKLAND Medians.. 10.2 57 11.7 85 9.8 75 7.3 82 Elmhurst 7A 11.0 39 10.3 83 8.3 72 6.3 83 25 Elmhurst 7B 9.5 72 12.3 89 9.3 79 8.3 82 30 Prescott 7B 11.3 62 12.5 85 28 Grade VIII Kansas Medians 8.7 65 10.5 80 10.9 77 8.6 86 General Median 11.6 76 12.9 87 11.5 81 10.7 91 Boston Median 12.0 80 12.0 90 11.0 80 11.0 90 OAKLAND 8A 10.6 78.8 12.2 97 9.2 83 9.0 81 32 178 SUPERINTENDENT'S ANNUAL REPORT RESEARCH AND MEASUREMENT 179 Handwriting. During the month of November a test was given in handwriting to 706 pupils in grades five, six, seven and eight in the Elmhurst, Laurel, Prescott, and Sante Fe schools. The following table shows the Oakland medians gained from this test compared with the medians found in other schools. Median speed in letters per Median quality by Thomdike minute. scale. GRADE GRADE VI VII VIII V VI VII VIII ♦Oakland 706 pupils 63 Cleveland 10528 pupils 60 Iowa 28000 pupils 65 '♦Oakland 4815 pupils.. 62 71 80 84 9.1 9.9 10.3 10.6 70 76 80 9.6 9.9 10.1 10.7 73 75 77 10.0 10.4 11.9 11.4 75 76 76 9.7 10.6 12.0 13.0 * These medians were obtained from a test given in November by the Director of Research, — all tests given and scored by the same person. ** These medians were obtained from a test given near the end of the school year under the direction of the Supervisor of Penmanship. The tests were given and scored by the teachers of the respective grades. The November tests would indicate that the handwriting of the Oakland school children is about equal to the average in speed but not quite as good as the average for other cities in quality. The tests near the end of the year show that grades five and six are average in both speed and quality, while grades seven and eight are slightly below in speed and average or above in quality. Handwriting tests are very easily and quickly given. Another test should be given to all the schools in the city soon after the opening of the next school year. Acceleration and Retardation. The following table reveals some very interesting facts concerning the progress-machinery of our schools. // the children attending the fourth grade of the Oakland Public Schools represent a normal group (It seems to me they should), there should be exactly the same percentage of acceleration as of retardation, provided we had perfect attendance, per- fect health, etc., and a course of study adapted to the median capacity of a group of normal fourth grade children. Our course of study is supposed to fit these provisions but we know that there are numerous causes, such as, irregular attendance, poor 180 SUPERINTENDENT'S ANNUAL REPORT health, moving about, etc., which tend to prevent many children from mak- ing normal progress. The question for serious study is, "Are the causes making for retardation sufficient to explain the differences between the per- centages of acceleration and the percentages of retardation?" TABLE SHOWING ACCELERATION AND RETARDATION AS FOUND IN GRADES 4, 6, and 8, OAKLAND ELEMENTARY 9 I U I SEPTEMBER 15, 1917 (This table deals purely with progress not o^ % year or more Accelera- Retarda- tion tion 1 year or Ace. more Ret. 1 Ace. r« or more Ret. 1 more Grade 4 Ratio 15.9 45.8 1 to 3 3.9 1 to <; 23.8 6 0.9 1 to 11.8 13 1 1 6.8 20 Grade 6 Ratio 22.2 46.8 1 to 2 7.2 1 to 27.8 4 2.2 1 to n.a 6 1 t'> 19 Grade 8 Ratio 30.1 28.7 1.07 to 1 9.1 1 to 13.7 1.5 6.1 1.07 t.) 5.7 1 1.2 to LI 1 These figures involve all the children in these respective grad« classes not included ) . Grade 4 3268 pupils Grade 6 2709 pupils Grade 8 1985 pupils The table above reveals the alarming fact that almost one-half of oni school children drop behind at least y 2 year before they have Imi-hed the fourth grade, while about Ve of tlie children have gained j •_. year in progress by the time they finish the fourth grade Three children hare been retarded % year to one who has been accelerate! ' j year. ' j ol all the 4th grade children have been retarded 1 year or more, while 1 2 i have been accelerated 1 year or more. In other words six children have been retarded 1 year to one who has been accelerated 1 year; thirteen have been retarded iy 2 years to one who has been accelerated l 1 - \< twenty have been retarded 2 years to one who has been accelerated 2 years. From the fourth grade to the sixth grade (see table) the percent of acceleration increase rather normally — 15% to 22% — but the per- centages of retardation have a very slight increase — IV to 46% — although the data gathered this year show that there is an average failure of about 5% in the fourth grade and 5% in the fifth grade. The enrollment in the 4th grade is 3268, in the 6th grade 2709 — a difference of ACCELERATION AND RETARDATION 181 559. I see only one explanation. Many of those who were failures in the fourth grade have dropped out of school before reaching the sixth grade. From sixth grade to eighth grade the percentages of acceleration increase greatly, while percentages of retardation show a marked decrease in spite of the fact that the sixth grade produces an average of about 5% failure and the seventh grade about 6% failure. Again the only expla- nation which I see is that between the sixth and the eighth grades there is an immense exodus of children most of whom are from the retarded group, while almost none from the accelerated group drop out. This leaves our eighth grade pupils very much a "select" group. In my opinion these figures furnish evidence to convict the schools of two things: i 1 I The ability to discover weakness in the child and hold him back. (2) The inability to discover strength in the child and move him ahead. W bat happens to those who have left school with less than an eighth grade education? Has the education which they have been given been the best one for them? W liy did these people leave school? These are questions which should demand the most earnest attention of the community. The following figures show in graphic form the same facts presented in the table above. 182 SUPERINTENDENTS ANNUAL REPORT Per Cent of Acceleration and Retardation Found in the FOURTH GRADE of the Oakland Schools September 15, 1917 Grade 4 1 Year or More 1A Year or More Ratio 1 to 3 Ratio 1 to (> 1 1 g Years or More 2 Ye in or More Ratio 1 to 13 Ratio 1 to 20 BLACK — Retardation RED — Acceleration Note how the large percentage of retardation in the fourth grade dwindles to a much smaller percentage in the eighth grade. The children who fail arc the one* most likely to leave school. (See discussion on page 180. » RESEARCH AND MEASUREMENT 183 Per Cent of Acceleration and Retardation Found in the SIXTH GRADE of the Oakland Schools September 15, 1917 Grade 6 1/2 Year or More 1 Year or More Ratio 1 to 2 Ratio 1 to 4 l!/2 Years or More 2 Years or More Ratio 1 to 6 Ratio 1 to 19 BLACK — Retardation RED — Acceleration 184 SUPERINTENDENT'S ANNUAL REPORT Per Cent of Acceleration and Retardation Found in the EIGHTH GRADE of the Oakland Schools September 15, 1917 Grade 8 1/2 Year or More 1 Year or More Ratio 1.07 to 1 Ratio 1 to 1.5 l!/o Years or More 2 Years or More Ratio 1.07 to 1 Ratio 1.2 to 1 BLACK — Retardation RED — Acceleration 185 AGE AND PROGRESS These data were gathered from all the elementary schools of Oakland on September 15, 1917. It is obvious to any one who is familiar with the problems of gathering data from the reports of hundreds of people that errors are bound to creep in. So far as we can judge from the data at hand these errors may affect seriously the percentages for certain rooms where they occur, but will have little effect on the total percentages for the build- ing or for the city. Whenever it was evident that an error had been made in the tabulation which could not be corrected, the data were not included for this report. Any child who has made one grade of school work for each year that he has attended school is counted normal; if he has made more rapid advancement than this he is counted rapid; if he has progressed slower than normal, he is counted slow. Any child is counted at age who is in the low first grade and is six or six and a half years; in the high first and is six and a half or seven years; in the low second and is seven or seven and a half years; in the high second and is seven and a half or eight years; etc. (This is the same as the Rochester plan) . Under-age or over-age is reckoned accordingly for each grade. It should be remembered that these tables were compiled for the beginning of the year, Sept. 15. RESULTS 'Progress Rapid Normal Slow 17% 42% 40% Age Under-age Normal Over-age Over-age and slow 7% 41% 51% 32% The following table contains data gathered by other cities, at the same time of the year. TABLE TO SHOW THE PROGRESS AND AGE PERCENTAGES OF THE OAKLA ND SCHOOLS COMPARED WITH SOM E OTHER CITIES PROGRESS - % Rapid % Normal % alow *22 cities of New York state 7.1 58.5 34.4 -Oakland 17-0 42.0 40.0 —Rochester 4.9 62.1 33.0 XGE % Under Age % Normal Age % Over Age *22 cities of New York state 8.4 44.7 45.9 •'Oakland 7.0 41.0 51.0 •••Rochester 5.6 53.6 408 •These figure, are taken from a report published by W. A. Avenll, Albany ^w York February 20. 1918. They embrace a total of 46,000 pupils from twenty-two cities in he _state of New _™ ••The Oakland data were taken September 15, 1917. and embrace 21,458 pupil, (the special ana ^L'SX^SSfi^ upon data taken September, 19* and embrace. 21,699 pupUs. Th, Oakland and the Rochester tables were made on exactly the same plan just one year apart. The table above shows the Oakland percentages on Progress and Age compared with data gathered in the same manner in other cities. 186 SUPERINTENDENT'S ANNUAL REPORT Progress.— Oakland has a very large percentage of pupils who have made rapid progress. It would appear from this that Oakland schools have made some real effort to find the gifted child and give him some advantage in progress. Such effort is worthy of commendation. The percentage for normal progress is very low — 42%. Less than half of our children have progressed at the normal rate. This surely indicates a bad condition. The causes for this should be carefully studied. 40% of our children are slow in progress. If all children who have failed at some time to keep pace with their class were tagged with a black tag, four children out of every ten in our class rooms would belong to the black tag division. At present the army numbers 8583 and recruits are apparently being added each half year at the rate of 8% of the total enrollment. The report for our Elementary schools for the half year ending in January 1918, shows that 1919 pupils failed to be promoted end that 1847 other children left school without being promoted. 8. '•' i "f die total enrollment failed, and 8.02% more left school without promotion. 16.32% of our pupils either failed or left school, (or both). I have no figures but it is easy to see that there is a large "black-tag-drnrion* 1 out of school. 40% slow progress is surely too much. This Beemi more than is found in other cities. We should discover the cause of duf con- dition in Oakland and apply the remedy. Age — The Age percentages for Oakland schools show the MUM ten- dency that the progress percentages show — a small percentage it DOrmal age and a large percentage over age. 51% of our children are over age for their grade. Oakland has an unusually large percentage of foreign children. The language difficulty is probably a cause for some of thi^ overageness. Further study should be made to discover other ran-'--. Table 2 gives a summary of the Age and Progress tabulation for each elementary school in Oakland. Here each school may easily be compared with other schools and with the average for the city. For example; Lakeview has 47% rapid, while Campbell and Tompkins each hi\\<- Lakeview has 13% slow, while Campbell has "S2' i and Tompkin> slow. Lakeview has 18% under-age and Campbell and Tompkin> each have 2% under-age. Lakeview has 9% over-age and slow, while Campbell has 41% and Tompkins has 67% over-age and slow. Lakeview has 756 pupils; Campbell has 203 and Tompkins 359. This table reveals the schools where special attention should be given to age and progress con- ditions. Tables 3 to 18 show the percentages for Age and Progress in each grade for each school in the city. These tables will enable principals and supervisors to find quickly the particular room in need of attention. For example; In the Prescott school in the IB class there are sixty-four pupils. 64% are slow and 51% are over-age and slow. This means that more than half of the children in this grade are over-age for their grade and they also have failed to pass. In the Washington school 5B grade, there are forty-four pupils. 6% are under-age and rapid and 50% are over-age and slow. AGE AND PROGRESS 187 Table No. 2 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 SUMMARY Under Over Total School Rapid Normal Slow Under age At age Over age age and rapid age and slow No. in school % % % % % % % % Allendale 12 42 45 4 42 53 2 35 350 9 48 41 4 43 52 1 34 644 Bella Vista 12 65 22 10 68 21 5 14 75 Beulah 42 57 .... 28 71 42 14 Campbell 3 43 52 2 43 53 41 203 Claremont 23 52 24 11 55 33 7 16 985 Clawson 8 43 47 3 38 57 2 39 628 Cleveland 25 55 20 10 59 30 6 15 198 16 39 43 5 34 59 3 37 732 Dewev 15 16 43 54 40 29 13 5 37 49 49 44 6 3 30 21 366 880 Elmhurst 18 38 42 8 37 53 5 35 645 Emerson 19 40 41 7 45 48 5 31 854 Franklin L'J 38 39 11 42 46 7 29 614 Frick 26 29 45 33 27 37 12 11 46 40 41 47 5 8 20 24 160 Fruitvale 437 Garfield 7 41 51 3 35 60 1 41 792 25 39 35 7 44 47 4 26 859 6 29 63 31 67 54 133 Hawthorne 14 14 43 32 42 53 O 3 49 36 46 59 3 2 32 43 495 Highland 514 497 Intermediate 35 27 37 8 30 61 8 34 19 41 39 8 48 43 7 30 655 11 47 10 40 38 53 48 13 35 5 18 7 39 52 51 55 28 41 1 16 4 34 9 26 946 Lakeview 745 169 Lazear 6 30 13 43 37 42 51 32 44 3 8 6 40 35 39 56 55 54 1 5 3 36 24 32 400 Lincoln 894 Lockwood 579 Longfellow 19 36 43 8 38 52 6 34 641 14 50 34 8 46 45 4 27 322 McChesney 15 44 41 14 43 43 7 30 497 Melrose 10 45 43 4 46 48 4 34 316 Melrose Hts 23 40 37 11 41 48 11 24 476 13 57 29 7 55 37 6 26 145 Piedmont 15 7 50 32 34 59 9 2 51 24 39 73 4 1 25 53 493 916 12 43 43 5 44 50 4 35 420 Stonehurst 14 16 42 53 42 30 1 13 50 60 48 26 1 13 32 13 168 30 So. Elmhurst o o 70 26 36 63 .... 23 30 University 22 3 17 13 17 29 22 32 42 42 48 73 49 43 40 10 3 6 7 27 23 19 43 41 61 76 76 50 51 8 2 4 4 35 67 47 32 32 157 359 246 Washington 779 Total fob City.... 21458 188 SUPERINTENDENTS ANNUAL REPORT Table No. 3 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 1A S^™ 1 R«pid Normal Slow Lnd " A « <»'" .„ «„d .,, .nd N„,n " f »"• " f r.ptd .low rl... % % % % " % Allendale 80 20 73 26 16 30 Bav 89 10 83 16 6 Bella Vista 86 13 81 18 9 Beulah 50 50 33 66 16 6 Campbell 75 24 62 37 21 37 Claremont 95 4 80 19 106 Clawson 78 21 60 39 20 79 Cleveland 100 88 12 CoIe 84 15 17 35 47 Dewe y 86 13 86 13 4 Durant 97 2 76 I M Elmhurst 82 17 20 35 If Emerson 76 22 62 37 "0 3H Franklin 100 100 10 * rick 76 23 :-; 5 Fruitval « 81 18 70 S arfl6ld 80 19 3 53 43 14 40 S ran f 10 89 8 61 29 S ari ; i ; on 77 22 61 38 11 is Hawthorne 82 17 74 25 ? ! f land 100 23 7 f e ^ erson 81 18 M 18 61 Lajayette.. 47 51 70 29 96 Review 78 19 67 30 | J T LaUrel 90 9 4 76 19 4 ^ aZear " 80 19 61 38 17 ^ DC u ° ln H 85 14 3 64 32 ^ 0ckwood 90 10 2 74 M rl 0ngfel, r - ° 100 33 66 6 Manzamta 85 15 n -k 5 j**-" s? X ; s ; \i « Melrose 87 1? n ro 4& Melrose Hts J j * ° " Teralta 87 1? n «? A ° U Piedmont ' J £ ** J " 1! ° 9 Prescott 56 4? n 11 20 ° & 58 Santa Fe... J 14 11 n ° ?? 66 ° 39 Sequoia I 66 33 n 2 ?1 ° 57 " Tompkins JH 5 S n ° * 9 So. Elmhurst „ 50 50 44 Stonehurst 72 97 r> m "'" "~ — 2? « 3 J S » , : J RESEARCH AND MEASUREMENT 189 Table No. 4 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade IB Rapid Normal Slow Under At age age Under Over Total age and age and No. in a 8 e rapid slow class Allendale 4 32 Bay 55 Bella Vista 11 50 Beulah Campbell 44 Claremont 2 83 Clawson 74 Cleveland 88 Cole 22 49 Dewey 53 Durant . 81 Elmhurst 70 Emerson Franklin 76 Frick ... 50 Fruitvale .... 51 Garfield ... 51 Grant .... 50 Harrison 33 Hawthorne 76 Highland 62 Jefferson 3 32 Lafayette 7 Lakeview 7 84 Laurel . 50 Lazear 2 56 Lincoln 3 49 Lockwood 44 Longfellow 58 Manzanita 76 McChesney 2 63 Melrose 53 Peralta 56 Piedmont 60 Prescott 35 Santa Fe 60 Sequoia 50 Tompkins 19 So. Elmhurst 71 Stonehurst 62 Washington 55 % % % % % % 64 52 48 44 25 45 8 55 35 29 34 38 22 55 11 5 22 18 55 5 55 38 35 34 14 2 73 24 2 8 49 25 79 20 20 39 11 100 9 29 4 53 42 4 20 45 46 3 68 28 25 32 18 5 60 34 13 38 30 77 22 17 40 LOO 58 42 42 17 23 7 60 37 18 38 50 40 60 40 10 48 2 58 38 33 39 48 42 57 40 45 50 59 40 34 44 66 58 41 41 12 23 3 96 30 37 4 66 29 25 24 65 3 41 56 3 44 34 92 6 50 43 4 23 65 7 80 19 26 50 5 45 50 35 20 41 46 53 26 41 45 43 56 33 51 55 5 36 57 47 38 41 4 50 45 26 46 23 56 43 20 30 34 2 73 24 2 14 41 46 56 43 37 32 43 50 50 31 16 39 72 27 27 33 64 32 67 51 64 39 57 42 34 38 50 66 33 25 12 80 38 61 61 21 28 85 14 14 7 37 50 50 25 8 44 57 42 25 47 190 SUPERINTENDENTS ANNUAL REPORT Table No. 5 Oakland Public Schools — Elemental Tabulation of Age and Progress Report, September, 191* Grade 2A l ndrr School Rapid Norma. Mow *** * *~ ■£ W* « • He M e m * r rapid - % % % % % % Allendale 55 44 29 70 Bay 2 83 13 70 87 10 Bella Vista 2 72 27 5 66 18 Beulah 50 50 Campbell 4 47 47 Claremont 4 82 14 2 84 H Clawson 7 69 5 55 38 Cleveland 87 12 < Cole 66 34 1 47 Dewey 3 86 10 64 Durant 62 87 1 50 4s Elmhurst 66 44 48 61 Emerson 23 40 7 Franklin 3 64 31 3 Frick 25 66 20 10 Fruitvale 58 41 Garfield 66 33 71 Grant 1 81 16 1 40 Harrison 16 83 16 Hawthorne 71 28 68 31 Highland 7 49 42 4 Jefferson 62 37 3 60 46 Lafayette 15 57 27 1 64 44 1 Lakeview 36 54 9 21 67 21 21 Laurel 68 31 7 J 27 Lazear 87 1-' 48 61 1-' Lincoln 10 66 23 3 3:5 Lockwood 39 60 3 5S 37 61 Longfellow 86 13 62 4 7 4 4 Manzanita 77 22 2 60 17 17 McChesney 95 4 4 65 20 4 41 Melrose 2 70 26 67 32 Melrose Hts 2 70 27 10 60 30 1". Peralta 60 40 80 20 Piedmont 85 1". 72 Li 10 Prescott 57 42 40 60 Santa Fe 72 27 63 36 Sequoia 69 30 46 53 Tompkins 34 65 17 si: So. Elmhurst 88 11 33 66 11 Stonehurst 33 66 33 66 Washington 36 63 3 55 41 RESEARCH AND MEASUREMENT 191 Table No. 6 Oakland Public Schools— Elementary Tabulation of Age and Progress Report, September, 1917 Grade ' IB Under Over Total School Rapid Normal Slow Under ■ge At •ge Over ■ge age and rapid age and slow Mo. in class % % % % % % % % Allendale 50 47 50 52 4 54 52 40 47 36 29 22 34 Bella Vista 41 47 11 17 64 17 17 5 17 9 33 57 47 52 42 21 Claremont 69 22 8 22 58 19 20 8 86 1 13 84 38 61 59 52 Cleveland 27 45 27 18 54 27 9 9 11 Cole 10 51 33 38 66 40 45 59 54 34 37 47 Dewey 24 Durant 2 79 17 64 35 11 34 4 59 4 60 19 26 34 20 69 11 13 56 62 52 43 25 34 11 30 13 32 23 86 Franklin 46 Frick ... 27 18 54 9 45 45 27 11 Fruitvale 41 86 33 25 62 12 25 8 24 Garfield 36 63 2 36 60 52 46 33 33 33 5 50 44 5 33 18 30 30 40 10 30 60 40 10 Hawthorne 57 42 64 35 32 28 Highland 23 6 18 60 57 33 2 3 65 60 31 36 28 20 38 30 4 43 51 1 45 53 45 62 56 36 66 6 26 24 6 67 53 8 40 20 6 3 13 58 6 15 16 27 56 5 43 51 27 37 44 27 27 8 41 50 2 19 36 Lockwood 55 45 2 42 55 37 40 Longfellow 59 40 3 61 34 26 52 Manzanita 9 31 59 4 27 68 50 22 McChesney 3 54 36 41 63 6 35 52 58 46 3 35 42 31 19 22 41 36 8 66 25 5 19 36 40 33 26 26 26 46 26 26 15 Piedmont 3 33 63 6 36 56 3 46 30 14 20 65 2 21 75 54 70 Santa Fe 52 47 4 56 39 30 23 12 37 50 50 50 25 8 Tompkins 2 18 79 25 74 67 43 So. Elmhurst 50 50 16 83 50 6 Stonehurst 33 16 50 33 50 16 33 6 6 Washington 45 55 5 57 37 35 40 192 SUPERINTENDENT'S ANNUAL REPORT Table No. 7 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 3A Under Orer Total School Rapid Normal Slow Under age At age Oyer age age and rapid age and ■ low >o. Ill rla» % % % % % % % % Allendale 37 62 8 37 54 45 24 Bay 80 20 5 75 20 15 40 Bella Vista .... .... .... Beulah 25 75 25 75 75 4 Campbell 5 27 67 2 32 64 2 51 37 Claremont 17 78 4 6 62 30 4 3 105 Clawson 51 48 6 28 65 43 64 Cleveland 40 40 18 18 63 18 13 13 |] Cole 1 47 50 2 35 61 43 71 4 20 29 60 66 18 9 33 58 66 32 3 54 6 24 Durant 86 Elmhurst 2 52 44 52 47 25 36 Emerson 5 43 50 1 35 81 1 41 53 Franklin 61 38 50 50 32 34 Frick 40 37 21 6 50 43 6 18 32 Fruitvale 37 42 20 10 48 40 8 14 35 Garfield 57 42 64 35 28 28 Grant 4 74 20 6 53 89 1 14 63 Harrison 53 46 46 53 M u Hawthorne 5 70 23 76 23 17 17 Highland 2 47 50 43 56 50 44 Jefferson 11 59 28 4 69 26 4 23 42 Lafayette 13 47 38 29 25 44 1 32 101 Lakeview 38 45 61 16 23 12 61 61 25 38 9 9 23 31 Laurel 15 13 Lazear 47 52 2 42 55 39 38 Lincoln 26 48 25 4 44 50 3 14 56 Lockwood 1 53 44 1 42 55 1 40 54 Longfellow 72 27 2 56 41 25 48 Manzanita 7 53 39 7 35 57 35 28 McChesney 11 28 59 11 26 61 11 57 42 Melrose 8 55 32 8 38 52 5 32 34 Melrose Hts 17 73 9 17 36 46 7 9 41 Peralta 19 76 4 4 76 19 4 4 21 Piedmont 68 32 4 52 44 32 25 Prescott 10 42 46 6 37 55 5 38 111 Santa Fe 11 42 46 5 46 48 5 40 52 Sequoia 38 61 53 46 46 13 Tompkins 9 90 4 95 90 22 So. Elmhurst 12 62 25 12 87 25 8 Stonehurst .... 100 50 50 50 2 Washington 2 65 31 2 44 52 28 67 RESEARCH AND MEASUREMENT 193 Table No. 8 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 3B Under Over Total Rapid Normal Slow Under At Over age and age and No. in age age age rapid slow class % % % % % % % % Allendale 25 4 46 40 28 54 7 2 53 45 39 52 3 25 43 28 Bay 44 Bella Vista .... .... .... .... .... .... .... Beulah .... .... .... .... .... Campbell 8 41 50 9 37 54 5 41 24 Claremont 8 60 31 2 73 24 11 45 Clawson 1 23 75 1 32 65 51 52 Cleveland 14 50 35 14 57 28 7 21 14 Cole 6 19 74 2 23 74 2 65 47 Dewey 22 27 50 18 18 63 13 40 22 Durant 11 60 27 60 39 20 43 Elmhurst 34 9 55 11 30 58 9 39 43 Emerson 20 26 53 16 43 40 10 36 60 Franklin 44 30 25 25 34 39 23 10 63 Frick 85 14 14 57 28 7 Fruitvale 38 19 42 19 47 33 9 14 21 Garfield 20 80 8 40 52 48 25 Grant 28 28 43 12 42 45 8 35 57 Harrison 16 5 77 22 77 66 18 Hawthorne 30 19 50 3 46 50 42 26 Highland 18 12 69 29 70 54 55 Jefferson 27 20 51 20 58 20 18 13 43 Lafayette 16 32 50 3 41 54 1 38 55 Lakeview 90 10 50 40 10 50 10 10 Laurel 15 46 38 7 46 46 7 23 13 Lazear 34 65 5 40 54 40 35 Lincoln 21 31 47 10 47 42 7 31 38 Lockwood 9 50 40 54 45 40 22 Longfellow 8 20 70 2 31 66 2 62 48 Manzanita 37 31 31 17 34 48 17 27 29 McChesney 50 27 22 33 33 32 30 18 59 Melrose 25 35 40 5 50 45 30 20 Melrose Hts 2 31 65 57 42 40 35 Peralta .... .... .... .... .... — Piedmont 15 31 52 5 52 41 31 19 Prescott 2 27 69 11 88 66 72 Santa Fe 30 25 44 15 46 38 9 34 52 Sequoia 27 16 55 44 55 44 18 Tompkins 5 5 88 11 88 82 17 So. Elmhurst .... .... .... .... .... .... Stonehurst .... .... .... .... .... .... Washington 10 31 58 2 41 56 39 48 194 SUPERINTENDENT'S ANNUAL REPORT Table No. 9 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 4A Hawthorne 15 36 4' Lafayette 7 50 42 12 25 62 37 62 Melrose Hts School R« p ,d Normal Slow Lnd " *« 0»cr ,,, , nd ,., , nd ■te « m T 16 76 l' Lazear 4 95 4 46 64 Lincoln 23 48 28 13 20 66 Lockwood 6 46 46 13 41 44 4 Longfellow 27 31 40 2 47 50 44' Manzanita 33 37 29 25 37 37 20 McChesney 12 43 43 2 48 48 Melrose 12 ok C9 rt 33 « ?! S I 41 > ■ Peralta 5 47 Prescott 6 2? 65 S fS Santa Fe n 50 38 ! II It Sequoia 52 11 ^ - 36 Tompkins Z 3 5 8 1 2 So. Elmhurst ... . " ° 13 86 79 Stonehurst Washington RESEARCH AND MEASUREMENT 195 -• i i Table No. 10 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 4B Under Over Total Rapid Normal Slow Under At Over age and age and No in age age age rapid slow class % % % Allendale 10 15 75 Bay 13 31 55 Bella Vista Beulah Campbell 35 64 Clareniont 41 27 31 Clawson 1 27 70 Cleveland 20 26 53 Cole 17 20 61 Dewey 35 17 47 Durant 30 17 52 Ehnhurst 39 60 Emerson 10 36 54 Franklin 29 17 53 Frick 40 20 40 Fruitvale 40 33 25 Garfield 21 19 58 Grant 38 19 42 Harrison 12 12 75 Hawthorne 22 20 57 Highland 33 66 Jefferson 16 40 43 Lafayette 20 46 32 Lakeview 48 25 25 Laurel 28 35 35 Lazear 8 30 61 Lincoln 29 26 43 Lockwood 6 36 57 Longfellow 28 34 36 Manzanita 45 27 27 McChesney 31 9 59 Melrose 40 60 Melrose Hts 12 38 48 Peralta 33 33 33 Piedmont 7 55 37 Prescott 5 9 85 Santa Fe 13 45 40 Sequoia 11 33 55 Tompkins 7 18 24 Washington 35 26 38 % % % % % 10 30 60 5 55 20 2 35 62 40 45 7 28 64 50 14 28 42 28 18 20 70 ■ 7 40 52 1 45 40 46 53 46 15 33 64 50 34 11 17 70 11 35 17 8 41 50 8 36 46 5 45 49 45 51 6 43 51 4 38 47 15 39 44 10 39 58 40 60 40 40 5 25 40 33 22 14 27 7 25 67 7 53 56 4 38 57 4 36 47 12 87 62 8 5 32 62 5 42 40 8 20 70 58 24 10 40 50 6 33 30 6 30 62 6 24 62 6 53 39 4 16 43 14 28 57 14 35 14 5 33 61 2 47 36 22 15 61 12 31 57 36 63 48 33 26 31 42 21 31 38 9 54 36 9 22 22 11 27 61 9 52 44 40 60 40 15 10 56 33 7 28 39 16 44 38 11 33 18 14 51 33 18 27 12 87 80 55 5 40 54 5 27 37 50 50 39 18 18 81 66 27 14 42 42 14 30 42 196 SUPERINTENDENT'S ANNUAL REPORT Table No. 11 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 5A School Rapid Normal Slov Under At age age Under Orer Total 0»er ,g e an< j a g e ln( J >,„ j n ** r rapid (low data % Allendale Bay 6 Bella Vista Beulah Claremont 6 Clawson Cleveland 27 Cole 8 Dewey Durant 36 Elmhurst 19 Emerson 11 Franklin 26 Frick 22 Fruitvale Garfield Grant 38 Harrison 7 Hawthorne 4 Highland 3 Intermediate Jefferson 9 Lafayette 1 Lakeview 46 Laurel Lazear Lincoln 28 Lockwood 16 Longfellow 7 Manzanita McChesney 9 Melrose 10 Melrose Hts 27 Peralta Piedmont 28 Prescott 3 Santa Fe Sequoia Tompkins Washington 27 % 35 66 52 48 45 36 71 39 45 48 40 55 46 53 49 7 52 54 52 51 42 54 30 54 41 1 64 43 20 51 71 28 34 63 50 34 % 64 26 40 51 27 55 28 23 35 39 32 22 53 46 11 84 42 41 100 38 47 10 45 69 18 41 90 36 47 70 20 28 42 64 36 50 100 38 To 5 2 2 9 11 12 10 7 33 3 1 6 6 4 1 21 16 16 7 12 3 6 14 9 3 4 % 46 46 47 17 54 23 52 45 35 46 43 66 26 30 44 15 28 32 43 22 51 45 30 30 18 39 48 49 50 41 57 52 15 15 50 15 53 % 53 53 47 77 45 74 38 42 51 43 48 89 67 49 84 71 61 100 52 76 87 54 69 54 65 40 47 50 51 28 38 81 84 50 84 42 % 1 2 2 9 8 8 9 7 1 3 4 19 16 13 5 3 4 4 % 39 20 33 45 22 48 19 20 29 28 28 22 46 44 35 76 |] 41 100 36 40 8 45 60 18 50 24 37 50 31 28 28 57 M II 84 31 28 30 74 35 22 47 21 M 62 88 84 9 26 88 59 II II 31 4 44 80 47 11 23 50 43 61 53 1" 29 7 21 59 19 14 13 47 RESEARCH AND MEASUREMENT 197 Table No. 12 Oakland Public Schools— Elementary Tabulation of Age and Progress Report, September, 1917 Grade 5B School Rapid Normal Slow Under % Allendale 27 Bay 2 Claremont 51 Clawson 16 Cleveland 72 Cole 30 Dewey 24 Durant 38 Elmhurst 27 Emerson 7 Franklin 43 Frick 61 Fruitvale 46 Garfield 5 Grant 35 Harrison ° Hawthorne 13 Highland I 9 Intermediate 33 Jefferson 27 Lafayette 30 Lakeview 50 Laurel 25 Lazear Lincoln 40 Lockwood 25 Longfellow 27 Manzanita 48 McChesney 12 Melrose H Melrose Hts 40 Peralta 14 Piedmont 36 Prescott 5 Santa Fe 37 Sequoia 53 Tompkins 7 Washington 25 % 22 33 8 56 9 17 44 40 13 15 22 10 32 35 26 26 11 27 10 30 12 5 7 20 16 19 26 22 10 21 29 15 15 18 % 50 64 40 27 18 51 32 22 58 76 33 38 43 61 29 100 60 54 55 45 58 20 62 94 52 55 55 32 62 66 48 64 34 78 62 30 92 56 % 7 37 8 27 2 12 10 3 2 7 16 1 2 20 3 30 25 7 7 8 12 11 5 13 7 15 5 6 7 6 At age % 33 35 26 31 54 35 32 50 24 26 47 38 33 28 37 30 34 35 32 36 37 11 34 30 27 48 44 50 24 7 36 15 43 61 15 29 Over age Under age and rapid Over age and alow Total No. in class % 66 56 35 60 18 61 56 40 72 71 45 61 50 68 59 100 69 65 100 45 63 33 37 88 58 62 63 38 44 44 62 85 47 78 50 30 84 63 % 28 4 27 2 12 8 7 10 1 2 17 1 30 12 7 5 8 6 4 5 8 7 9 5 6 7 6 % 50 51 24 25 9 41 28 16 55 57 27 38 36 49 27 100 47 39 55 35 49 13 37 82 34 45 47 25 26 44 45 64 29 66 43 15 84 50 18 39 45 48 11 39 25 50 29 38 80 13 30 67 37 8 23 46 9 40 55 30 8 17 67 40 36 31 34 18 37 14 44 33 16 13 26 44 198 SUPERINTENDENT'S ANNUAL REPORT Table No. 13 Oakland Public Schools— Elementary Tabulation of Age and Progress Report, September, 191 Grade 6A School Rapid Normal Slow % Allendale 35 Bay 15 Claremont Clawson 33 Cleveland 12 Cole 16 Dewey 23 Durant 25 Elmhurst 10 Emerson 22 Franklin 10 Frick 12 Fruitvale 42 Garfield 12 Grant 21 Harrison Hawthorne 18 Highland 5 Intermediate Jefferson 32 Lafayette 11 Lakeview 64 Laurel 12 Lazear Lincoln 30 Lockwood 5 Longfellow 26 Manzanita McChesney 25 Melrose 3 Melrose Hts 29 Piedmont 15 Prescott 14 Santa Fe 20 Sequoia 33 Tompkins 11 Washington 11 Under At Orrt I ndrr • fr and rapid (l»rr a*<- and Total % % % % % c 14 50 7 28 64 7 14 21 63 2 32 66 2 4K 24 66 4 44 51 • 8 58 4 33 62 4 41 14 50 37 6 56 a 31 LI 25 58 4 16 79 i 43 34 42 15 30 53 ii 44 30 2 50 47 • 18 32 57 7 39 3 49 23 53 15 23 60 7 45 47 2 37 59 1 37 50 50 60 15 42 12 27 60 9 38 48 6 16 77 4 46 49 50 27 10 53 36 7 21 23 76 23 7--. 45 36 3 51 47, 8 33 33 11 83 16 83 n Lfl 100 100 loc 41 25 41 68 31 33 55 4 27 67 1 105 27 8 21 54 84 18 4 37 50 12 37 50 11 37 42 57 28 71 23 45 7 18 73 s 36 29 64 5 29 64 37 40 33 14 38 47 14 11 9 90 9 33 57 28 46 10 35 53 13 83 20 80 : 30 26 44 5 58 35 5 29 34 57 26 26 52 21 15 21 30 56 18 82 56 50 25 53 12 18 69 10 53 39 44 22 33 66 81 9 34 53 3 23 73 3 50 42 45 7 38 54 4 40 RESEARCH AND MEASUREMENT 199 Table No. 14 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 6B Under Oyer Total Maal Normal Slow I'nder At Ot*t ■ge and age and "So. in ■ge »g« ■ge rapid •low class " % '•: •: % % % Allendale 33 28 28 23 38 48 5 5 22 25 72 70 5 5 38 46 18 Bay 60 Claremont 25 21 52 13 37 49 1 37 57 Clawson 26 36 38 10 17 71 10 38 39 Cleveland 73 10 15 21 21 57 21 15 19 Cole 37 13 10 48 55 5 20 26 45 67 35 5 20 48 35 37 Dewey 35 20 14 41 17 44 47 2 16 41 21 55 61 2 15 38 43 34 Elmhurst 34 78 Emerson 9 42 17 47 38 2 28 35 23 61 18 2 15 38 23 42 Franklin 43 39 Frick 37 50 27 12 54 25 9 12 22 62 68 12 12 40 » Frultvale 17 22 Garfield 22 86 42 7 35 57 5 40 40 Grant 41 21 36 3 49 47 3 23 55 Hawthorne 30 19 50 19 30 50 15 38 26 Highland 27 27 45 9 21 69 9 36 33 Intermediate 100 100 100 2 Jefferson 31 9 31 28 18 58 51 33 27 12 19 18 29 31 35 63 58 68 45 18 9 14 18 51 46 28 41 Lafayette 16 41 Lakeview 38 42 54 11 Lazear 16 25 12 58 52 4 2 29 35 66 62 4 2 50 42 24 Lincoln 35 40 Lockwood 36 12 51 15 21 63 5 45 33 Longfellow 29 16 54 10 21 67 8 48 37 Manzanita 50 50 20 10 70 50 10 McChesnev 5 13 80 8 33 58 2 50 36 Melrose 25 50 25 16 50 33 16 25 12 Melrose Hts 51 21 27 8 27 64 8 21 37 Piedmont 30 21 47 26 30 43 21 39 23 Prescott 21 21 57 4 16 78 4 57 42 Santa Fe 32 17 50 7 35 57 7 39 28 Sequoia 55 22 22 55 44 22 9 Tompkins 8 41 50 8 91 50 12 Washington 31 22 45 11 38 50 11 31 44 200 SUPERINTENDENT'S ANNUAL REPORT Table No. 15 Oakland Public Schools— Elementary Tabulation of Age and Progress Report, September, 191' Grade 7A School Rapid Normal Slow Under At age Oyer »ge Under • fee and rapid 0»er air and • low Total No. »n da.t % % % % % % r; ' Allendale Claremont Clawson 6 30 38 59 60 41 33 48 32 27 27 11 21 40 13 27 38 59 74 50 61 4 15 36 32 26 27 43 65 18 19 35 45 14 30 54 4 38 4. 42 26 31 21 26 52 21 31 19 8 55 35 8 35 55 4 32 68 Elmhurst 46 38 15 7 34 57 7 15 26 Emerson 24 68 7 7 44 47 7 i 38 Fruitvale 50 25 25 28 17 53 25 25 28 Garfield 10 59 29 32 67 24 37 31 35 32 17 34 48 10 23 64 Hawthorne 21 29 48 2 35 62 2 48 37 Highland 5 11 83 16 83 83 18 Intermediate 35 30 34 8 32 58 8 30 146 Jefferson 21 41 36 4 46 48 4 34 41 Lafayette 21 37 40 1 33 64 32 56 Lakeview 50 33 16 25 48 25 24 9 Lazear 53 23 23 15 23 61 15 23 13 Lincoln 29 38 32 9 33 56 7 25 71 Lockwood 46 25 27 10 33 55 7 20 39 Longfellow 28 30 41 10 25 64 7 41 39 Melrose 58 23 17 35 35 29 35 17 17 Melrose Hts 25 40 34 34 65 31 32 Piedmont 2 42 54 16 28 54 2 45 4 J Prescott 14 17 68 20 80 65 35 University 8 91 8 38 52 52 36 Vocational 17 7 73 7 91 69 23 Washington 7 35 56 5 35 58 3 41 U RESEARCH AND MEASUREMENT 201 Table No. 16 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 7B School Rapid Normal Slow Under At age age Over age Under Over Total age and age and No. in rapid slow class % % % Allendale 27 27 44 Bay 15 23 60 Claremont 65 34 Clawson 6 13 80 Cole 21 21 57 Dewey 23 23 53 Durant 5 22 72 Elmhurst 39 12 48 Emerson 21 37 40 Fruitvale 40 16 44 Garfield 11 8 79 Grant 34 14 51 Hawthorne 23 20 56 Highland 26 40 33 Intermediate 35 18 45 Jefferson 43 12 43 Lakeview 53 24 22 Lazear 30 20 50 Lincoln 40 9 50 Lockwood Longfellow 64 17 17 Melrose 50 20 30 Melrose Hts 32 22 45 Piedmont 39 26 34 Prescott 21 6 71 University 32 67 Vocational 26 8 65 Washington 42 6 51 % % % % % 5 33 61 5 33 18 26 73 55 38 43 56 34 32 6 13 80 6 80 15 15 33 51 15 39 33 15 15 69 15 46 13 5 27 66 2 58 36 12 24 63 12 45 33 6 28 65 3 34 32 8 24 68 8 16 23 2 20 76 2 70 34 7 26 65 7 41 41 5 41 53 5 41 39 6 20 73 6 33 15 8 30 61 8 40 124 15 35 48 12 38 39 17 51 31 17 13 58 20 30 50 20 20 10 14 30 54 9 38 42 28 28 42 25 14 28 20 20 60 20 30 10 19 25 54 16 35 31 30 69 34 23 3 28 68 3 62 32 28 71 57 28 6 16 76 5 58 73 17 14 68 14 51 47 202 SUPERINTENDENT'S ANNUAL REPORT Table No. 17 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 8A School Rapid Normal Slow Under ago At Orer Inder age and rapid Orrr age and ■low Total ■fa. in claM % % % % % % % % Allendale 27 44 27 27 72 22 18 Bay 17 50 32 2 35 61 32 34 Claremont 32 41 25 9 32 58 6 19 31 Clawson 18 81 100 81 11 Cole 47 31 20 % 26 65 7 16 67 Dewey 20 50 28 7 39 53 3 25 28 Durant 29 50 20 8 37 54 6 16 62 Elmhurst 21 42 36 6 36 57 6 33 30 Emerson 7 71 21 7 50 42 7 21 28 Fruitvale 31 31 37 31 68 37 16 Garfield 7 5 87 10 24 64 63 57 Grant 29 41 29 11 23 64 9 27 ;.i Hawthorne 11 58 30 2 41 55 2 22 36 Highland 62 29 8 12 20 66 12 8 24 Intermediate 30 42 27 6 35 57 6 27 107 Jefferson 43 29 27 24 24 51 21 n 37 Lakeview 63 31 4 9 51 39 9 4 41 Lincoln 61 31 6 8 31 59 8 6 47 Lockwood 22 38 38 3 15 75 3 35 31 Longfellow „ 44 34 21 19 19 61 17 19 47 Melrose Hts 14 62 22 3 55 40 14 Piedmont 8 26 65 8 34 56 4 43 23 Prescott 27 18 54 18 81 18 54 11 University 23 51 25 7 21 71 5 19 38 Vocational 13 51 34 1 27 70 34 99 Washington 17 55 28 8 29 63 7 27 100 RESEARCH AND MEASUREMENT 203 Table No. 18 Oakland Public Schools — Elementary Tabulation of Age and Progress Report, September, 1917 Grade 8B Under Over Total School Rapid Normal Slow Under At age OTer age age and rapid age and •low No. in elaii % % % % % % % % Allendale 50 38 11 22 27 50 16 5 18 60 29 20 16 29 54 16 20 24 Claremont 48 33 18 11 37 51 11 14 27 Clawson 42 15 42 10 26 63 10 36 19 Cole 42 28 28 10 39 50 10 28 28 22 50 27 18 81 22 22 Durant 33 33 36 6 33 60 3 33 33 Elmhurst 50 25 25 14 17 67 14 25 18 Emerson 52 36 12 12 36 52 12 12 25 Fruitvale 35 22 41 45 54 29 31 Garfield 56 44 4 56 40 4 16 25 Grant 66 25 8 6 37 56 4 8 62 Hawthorne 29 16 54 12 25 62 12 41 25 Highland 53 23 23 15 23 61 15 23 13 Intermediate 44 23 33 12 28 60 12 33 100 50 10 40 10 26 63 10 36 30 Lakeview 78 16 5 24 40 35 24 5 37 Lincoln 76 7 15 9 38 52 7 14 63 Lockwood 48 20 32 4 32 64 40 28 25 Longfellow 53 15 30 3 34 61 3 23 26 Melrose Hts 18 43 37 25 43 31 12 25 16 75 24 20 44 34 13 29 Prescott 33 33 33 11 33 55 11 33 9 University 59 13 27 27 24 48 27 24 37 Vocational 15 39 45 3 15 80 81 45 51 Washington .... .... .... .... .... .... — .... 204 < H Z a a w C\ en is — 3 c H i—i _ a S a H - Z < E- -< Q z o - a v. - SUPERINTENDENT'S ANNUAL REPORT Vj eft t-i P P z < ifl cr; r^ ec o »"J l" - c ^ ^h : <0 s IHeOHNpO 1/5 cs\ l."5 t— © "^ 9 5 : ■-« r* v© 10 © O — O : © ' ei m -* — i—i >— i >— i/5 Boqqoqq © — so m in c-i eq r~ n © — l*. — a CO©©©©©©© - iHN«rfi/5\ONM -r '-r = - = = - j. IS E ~ 1 J = s - o ~ g — g - - - S - : - - 8 ^ ■ j | ~ — - — _r — l - — Z . - i u - — — - - - * i ~ 3 - - = - • : a >,- -. - - *i - — it Z v * - a - £ e i s S -. - I S - - - - -5 — B — g - = j i a - •_ ~ . r = > " - E 3 -E J M - 1 ■ u D „ I — ~ I E E - - — — — JZ Bid 2 1 ■ - - ~ •_ z_— M _r . — ^ Qu Q. -:—_- ^ IX. « . ■ - f T n — z. ' T ■_ — ■=— 1 .- ■ - - — _ -r. 3 i -= i = B R O i — - -3 - _ r. B l'S . " '" J: ~ S V *" x — — >— ~ — 9 -5 ffl - 3 q I - - ^— - > _s - : — — s = '- _= _ ■ -£ — - § = a " - > « . r o R - z - _ - — — i_~*— -~C" — «v o -= r. <; % | 95 O s - a b - »«<- jb « 9 s t — ^ — ~* - S - i — = § - 2 x 8 - - ' pfi c 4) > a 9 ~ « C C IN „ •- * ^= -r - — ~ - •SP ~ — ~ ~ £ "8 E r E st E RESEARCH AND MEASUREMENT 205 206 SUPERINTENDENT'S ANNUAL REPORT Table No. 21 Oakland Public Schools— Elementary. 1A 17 16.4 0.7 IB 27 13.1 2.0 2A 24 8. 2B 31 8. 10.2 3A 29 8. 3B 37 7. 2.7 4A 36 5. 3.7 4B 38 4. 1.7 5A 35 6. 5B 40 5. L5 6A 39 6. L3 6B 39 5. 7A 32 7. 7B 42 6. 1.9 8A 26 5. 8B 30 3. 5.2 * The percentage of over-age and slow was taken on September IS, 1917. ** The percentage of failure was taken at the end of the term in Januar who left the Oakland schools during the term (an av are not considered among the failures. We know from experience that a very high percentage of these will fail to make normal progress in school tllil ***The percentage of acceleration was figured from the number <>f pupil* in each grade at the end of the term who had made progress more rapid than normal. Following are a few of the facts revealed by tables 19, 20 and 21 nd a few of the questions suggested: 1. 30% of the children in the first grade are retarded in jim^resa. Why is this percentage so high? Is the course of study not adapted t>> the needs of the children? Is the administrative machinery wrong? Why should one child out of three in the first grade be ret aught that which has been taught at him from one to eleven times and which he has failed to learn? 2. The total retardation in grades 2, 3, and 4 increases respectively 5, 6 and 4%. Failure at the end of the term in these grade- 8, 7 and 5% respectively. Why is the percent of failure greater than the increased percent of retardation? Two things are probable I 1 I Several of those who fail in these grades have failed before, (2) Some of those who have failed drop out of school. 3. From grade four to grade seven inclusive the percent of retardation remains almost constant. The average semi-annual failure in each of these grades is between 5 and 6%. Evidently those who have failed before finishing the fourth grade have failed again or some "former fail- ure" drops out of school for each new failure that is recorded. 4. The percentage of retarded in the 8th grade is lower than that of any other grade. Is this due to the fact that a large number of the retarded SPECIAL CLASSES 207 children reach the compulsory age limit and quit school before they reach the 8th grade? 5. The sixth grade furnishes the highest percent of retardation. Is this also due to the compulsory age limit? 6. The percent of acceleration increases gradually until the 8th grade is reached. The percent of retardation does not increase in the upper grades. Apparently very few of the accelerated children drop out of the elementary school while many retarded children drop out. 7. The total retardation shown by the tables is 39.8%, the total acceleration is 15.5%. However, if the figures could be given for all those who have dropped out of these grades the balance would be much heavier for retardation. 8. The percent of failure in the first grade is double that of any other grade. 9. The percent of failure in the 8th grade is lower than that of any other grade. The Psychological Clinic The remainder of this report deals with those phases of work classi- fied under the Psychological Clinic. It deals with (1) The direction of the special classes for children who are unable because of mental trouble to do their work with a regular class, (2) The general study of individual differences among children thruout the schools, (3) The general problems of gradation and promotion. The Special Classes There are twelve "Special Classes" so located that each may serve the needs of four or five buildings that may contribute to its enrollment. Any pupil may be a candidate for a special class who is over age and slow and who shows both by his school record and by the mental test that he is unable to work successfully with a regular class. The purpose of the special class instruction is to give each pupil as much of the regular curriculum as he can take with reasonable effort, to give more work of manual and vocational nature than can be given in the regular classes, to discover and to train any special ability that each child may show which will enable him to become a useful member of society, partially or wholly self supporting. The purpose of the special class is not to coach up a child to enter a regular class again. However, if a child shows at any time the ability to do work with a regular class he should be transferred to such a class. Each special class is limited to an enrollment of sixteen pupils. Psychological Tests During the month of December, 1917 the group test which was designed for use in the army was given to about 2000 Oakland school children from grades three to nine inclusive. The purpose was to get age and grade standards for these tests. As soon as certain standards had been gained these tests were withdrawn by the government from school use. In the brief time that these tests were used it was demonstrated that they could be of real service in school administration. 208 SUPERINTENDENT'S ANNUAL REPORT OTIS TEST May 28, 1918—8 B Scores— 900 pupils Legend Lowest 2nd 3rd 4th 5th 6th 7th 8th 9th Highest 10th Score 10%— 20- 55 « _ 56- 63 « _ 64- 70 « _ 7i_ 76 » _ 77- 81 » _ 82- 86 « _ 87- 91 » _ 92- 98 « _ 99-106 " —107-144 en P o (6 w PQ s p 2 Median Score — 81 • flrt ~P 1 ! -HHJ. •— Art ^ ■ -t30- H LD ■ ■ 40 - ~v ■1 ■ -20- I -L* - — ' "1 4^ 1 — 1 1™^ e2A2£Llfl^f0^S^Af *»!*> ddA^fiJwajfjMy/jS/Mj ana This figure shows the distribution of scores made in the Otis Group Test by 900 High Eighth grade pupils. (For discussion see page opposite. ) (Each square □ in diagram represents four pupils.) 209 THE OTIS GROUP TEST During the month of May, we secured permission from Arthur S. Otis to give certain of his group tests using our own method of timing and scoring. These tests were given to all the 8th grade graduating classes, to all the low 9th grade classes and to some of the sixth grade classes. Tests 2, 3, 4, 5, 7, and 8 of the Otis series were given. RESULTS OF THE TEST-HIGH 8TH GRADE The figure on page 208 shows the distribution of the scores of the first 900 eighth grade pupils tested in May, 1918. A glance at the figure shows that there is a normal distribution of scores. The height of each column indicates the number of pupils as shown by the figures on the left margin who made a certain score, shown by the figures at the foot of the column. For example, two pupils made scores between 20 and 24 inclusive, twenty-four pupils made scores between 45 and 49 inclusive, one hundred and two pupils made scores between 80 and 84 inclusive, etc. The range of scores in these eighth grade tests was from 20 to 140. The median score was 81. The following table represents the range of scores in each 10% group of the nine hundred. The scores were arranged in order from the lowest to the highest. Counting up from the bottom ninety scores (the lowest 10%) we find that the range in score is 20 to 55 inclusive; for the second ninety (the second 10%) , the range is 56 to 63, etc. VIII. B SCORES— 900 PUPILS OTIS TEST, MAY 28, 1918 Score Score Highest 10% 107.144 5th " 77-81 9th u 99-106 4th " 71-76 8th " 92-98 3rd " 64-70 7th " 87-91 2nd " 56-63 6th " 82-86 Lowest 10% 20-55 The "score" as we have been discussing it means the total score made by the pupil in the six divisions of the test. It is well to note, that for the more careful analysis of each child's reactions, we have six other scores that are significant. These are the scores for each individual test. (See table below). TABLE TO SHOW THE 25 PERCENTILE, THE 50 PERCENTILE, AND THE 75 PERCENTILE SCORES FOR EACH OF THE SIX TESTS. Test No. ~~2 3~ 4 5 7 8 75 percentile 17 15 22 16 16 14 50 percentile 14 13 16 14 14 12 25 percentile 11 11 8 12 12 10 The table shows that in test 2, 25% of the pupils made a score of 11 or below. 50% of the pupils made a score of 14 or below. 75% of the pupils made a score of 17 or below. 210 SUPERINTENDENTS ANNUAL REPORT OTIS TEST 9A Grade — 690 pupils May 28, 1918 Lowest or 2nd 3rd 4th 5th 6th 7th 8th 9th Highest or 10th Score 1st 10%— 20- 60 — 61- 69 — 70- 77 _ 78- 82 — 83- 87 _ 88- 93 — 94-99 —100-106 —107-115 —116-149 Median Score Score Score by Group Test This figure shows the distribution of scores made in tl Test by 690 Low 9th grade pupils in May, 1918. (Each square □ in the above diagram represents four pup;' RESULT OF CROUP TESTS 211 This table, therefore, furnishes the means of studying any pupil's score from six different angles. The results of the tests of the 8th grade pupils together with their scholarship reports will be sent to the high schools in Oakland where the pupil is to enter school next fall. We recommend that those pupils who represent the highest 20% of the city, according to the test score, and who also have good scholarship records be given a heavier schedule of mental v%ork in the high school this fall. On the other hand, all those who made low scores in the te>t and who also have poor scholarship records are cited for special guidance and counsel in the school work wlm li they elect for the future. The test data should be of similar service to those who have charge of the guidance of the 9th grade pupils in their course of study. LOW 9TH GRADE I \\t- figure <>n page 210 shows the distribution <>f the scores for 690 low 9th grade pupil-. The median score for the ninth grade is 88. The following table represent* the rang«« <>f M-ores for each 10' ; group. I9A < \m- <>n- Ti>T, May 28, 1918. Score. Highest or LOtfc LOfl 116-1 19 9th " 107-115 8th M 100-106 7th - 94-99 6th " . 88-93 5th " 83-87 1th " 78-82 3rd " 70-77 2w\ " 61-69 Lowest or 1st " 20-60 The department plans to follow these high school pupils thru their next year's work, and to make recommendations as to increasing or dimin- ishing or changing the course in many individual cases. The tests should help us to pick out many students of superior capacity and should enable us to give them work better suited to their needs. Every pupil should have large freedom to do that which he is capable of doing. 212 SUPERINTENDENT'S ANNUAL REPORT BINET TEST KINDERGARTEN— OAKLAND, CAL. MEDIAN MENTAL AGE 5-10 No. of Pupils — 55 1 G^CBlttC 1 Those above this point y (21',, 1 have mrp.lal found in thfl low l»t LftEj^AiJ^E grade. 3-|oB 1 ^^ ■ ■ Y=£1LS_4_2^ &-&yb£2-4-4y&yi f) ( ? 4 6 S ioT 2 A, 6 8 irl<>\* six years. Room B furnishes a marked contrast to Room C. B has 28 pupils, C 35 pupils. The median mental age in B is 7 yrs., in C 5 yr. 8 m<». The median I. Q. (intelligence quotient) in B is 110, in C 86. Let m say arbitrarily, merely for a basis of comparison, that an I. Q. from 90 to 109 inclusive represents normal mental ability. Then, Room B has two pupils testing below normal, C eighteen. Room B has twelve pupils test inn normal, C eleven. Room B has fourteen pupils testing above normal, C five. More than 50% of the pupils in Room C have not mental develop- ment sufficient to master, in the regular time, the work planned for the grade. More than 50% of the pupils in Room B have a mental develop- ment equal to those who easily master the work of the next grade hiplier. // the teachers of these two rooms were to be judged by their ability to get their pupils to master the same course of study, it might easily happen that a weak teacher in Room B would be judged superior, while a stron teacher in Room C would be judged inferior. From this it appears logical that a teacher should not be judged from the results of her work until it is known what is the "nature of the clay" she has to work with. FIRST GRADE TESTS 217 From a study of the graph, it appears that Rooms B, D, E, F, and G have pupils who should be studied with a view to advancement more rapid than normal. Schools C and G have such serious problems of mental retardation that we would suggest a segregation of those mentally retarded into special groups with a changed course of study and a changed rate of progress. A large number of these children are repeating their grade for the second, third or fourth time. We should ask ourselves seriously if this is the right thing educationally for these children. In the main, those children represented by the section in red are being fairly educated, those represented by the sections to the right and to the left are not. The majority of those to the right are being trained in habits of mental carelessness and idleness which may remain as a great handicap throughout life. The majority of those to the left are getting real training for undesirable citizenship. Almost constantly the tasks placed before them are too difficult, or impossible. The natural result is a loss of interest, a loss of self respect or a resort to subterfuge and dishonesty in order to gain some commendation for successful work which they see others getting. Social unrest, sham, and the I. W. W. spirit may easily have their begin- nings in these early social problems, and particularly is this true if the problems go unchanged on thru the grades. The place to start the change is where the differences are discovered. From those who have little capacity, little should be required. From those who have great capacity much should be required. Sometimes the American spirit of freedom and equality is interperted to mean that all must be made to fit into the same mould. On the contrary, we believe that it means that every individual should have equal opportunity and freedom to develop as his abilities and circumstances permit. In most of these rooms there should be two or three divisions in the class — the slower ones in one division, the faster ones in another. In a large school like the Prescott this segregation can be by rooms. The slower division should be given a minimum course composed of the bare essentials required to do the work of the next higher grade and this course should be enriched with problems bearing upon civic life and clean living. If history repeats itself, most of these pupils will never reach the sixth grade of our schools unless our curriculum and methods of promotions are changed. The faster divisions should do broader work and should also move thru the grades faster. Until some scheme is adopted by the administrative authorities of our schools looking toward a recognition of and an adjustment for such individual differences, we shall continue to give an education, a large part of which is injurious to at least one third of our school children in the Elementary grades. 218 SUPERINTENDENT'S ANNUAL REPORT BINET TEST SEVEN RECEIVING CLASSES COMPARED Mental Age in Years and Month s A— Elmhurst School— 23 pupils. Median mental age, 6 yr., 4 mo. Median L Q. 99. Thia is a room with average ability. No. with I. Q. beWv 90 — 4 •• n IS llUorib-.*- I B— Lakeview School— 28 pupils. Median mental age 7 yr., mo. Median I. Q. 110 Here the ability i« far above the average. -TTTT-rrm l M 1 M I 1 I I I Belt* no i jiilla C — Lazear School — 35 pupils. Median mental age, 5 yr., 8 mo. Median I. Q. 86. Here ability is very low — normal progTeaa impoaaible. Below oo 1R ■- 11 llu 1 1 _^ ■ 10 4 7 4letfi 10 1 5 1 2 1 4 1 6 i a 1 10 ' 6 2 4 I vll A T r.\ L \r E IN Ye> LBS 1 M . !» h »N' IB s D — Lincoln School — 47 pupils. Median mental age, 6 yr., 6 mo. Median I. Q. 97. Below f ' 90 to H> 110 Bp 3 Here ability i* average— 10 pupila are below and 12 are above tbe atandard *et (or the t RESEARCH AND MEASUREMENT BINET TEST Mental Age in Years and Months 219 4 2 4 £l ft 10 F) ? 4 fi ft in fi ?U'r ft in 7 ?>4 fi alia ft, 2 4 6 ft 10 9 2 4 M ■ ■ ■ 1 . ! ■ z : 1 |l_ i E— Lockwood School— 29 pupils. Median mental age, 6 yr., 4 mo. Median I. Q. 101. (For discussion see page 216) Hrrr ability i» average — 8 pupilt .hould be .tudied with a view to acceleration Below 90—4 90 to 110—20 110 up— 5 F— Longfellow School— 53 pupils. M<- For this group die Median Mental Age — 5-6 Gbron. tge — 6-8 44 LQ Of 102 cases below (► mental age, 10 are reported doing satisfactoi Seven of these tan have I. Q.*i ibovt 91 mental ages above S-8, which makes : practically normal. 90% of the children who test helow 6-0 mental age will fail to pan die regular grade work. I predict that very few, if any, of these children will finish the 6th grade of the course of study as now organi. Future research should demonstrate the truth or error of this prediction. 51 2.4 6 fl ^ 4 6 AJ0. (Each square □ in the above diagram represents one ,»u P i!. MENTAL AGE BELOW SIX YEARS 221 THOSE WHO TEST BELOW SIX YEARS MENTALLY The graph on page 220 represents the chronological ages, and mental ages of 102 low first grade children who tested below six years mentally. Of these 102 cases onlv 10 are reported by the teachers as doing satis- factory work (one month before end of term.) Seven of these ten have I. Q.'s above 91 and mental ages 5 yr. 8 mo. or above, which makes them practicallv normal for this work. In other words, 90% of the children who tested below 6 years mentally are not doing satisfactory work for their teachers. Some of them, however, will be passed on to the next teacher because they have spent several terms in the present grade. How manv, if any, of these children will finish the sixth grade of our schools with the course of study as now organized? Future research should answer this question. All the evidence which we have at present leads us to one conclusion — that children who test belotv 6 years mentally are not ready to attempt the regular first grade nork ivith a regular class under standard conditions. Such an attempt is almost sure to result in failure. We believe that it is unwise from every point of view to force a child to undertake work which he is not yet mentally prepared to receive. We therefore propose the following plan to assist in the segregation and classification of pri- mary pupils in Oakland: First: That all kindergarten children, if possible, be given the indi- vidual Binet test, and that those who fail to reach a six year mental level shall not be promoted to regular first grade work unless in the judgment of the kindergarten teacher the child shows possibilities of success. Those who should not be retained in kindergarten work should be put in a special first grade room or a special division of the first grade class where the work attempted shall be a preparation for first grade work, and where the child can be successful in the work he attempts. This will prevent a large part of the 20^ or 30$ of failure which we now have in the first grade. It is true that such children may require a year and a half or two years to accomplish the first grade work, but we feel that in its effect upon child life there is a vast difference between failure and success at a slower rate of speed. Second: That all receiving class children who have not been tested in the kindergarten shall be tested as soon as possible after entering school and segregation be made in the same manner as mentioned above. The graph on page 222 represents the distribution of mental ages of 144 unselected cases — children found working in the high first grade. From the data gathered, it appears that the mental development that is necessary for satisfactory work in this grade is 6 yr. and 4 months. 29% of these children test below that mark. 20% show by the test a mental development superior to the average found in the low second grade. Can these children do the work, even approximately, for which each is fitted unless there is division of the class into groups according to ability? 222 SUPERINTENDENT'S ANNUAL REPORT BINET TEST MENTAL AGE, HIGH FIRST GRADE— OAKLAND 144 cases Nearly 15% of these children have a mental development less than that which is necessary to do satisfactory first-grade work. 20% have mental development superior to the average found in the low second. ' ' 1 1 1 1 ■ M'Fn AN MFNTAI AGF 6 ■ ■ ■ ■ ■ H _ k. •«* ■ ■ |4.6a |az I- # ■ T *" :8liol5l2Ul6lalini6!2.!4;.6lflio 7 24:6 8 m 824 6 a i:9 Mental Age in Years and Months Of this 14.6%, very few, if any, can do first grade work. Mo*i of iliin 20.1' 'c coald do v>c>rk - thr avrr.i the i MENTAL AGE- HIGH FIRST GRADE 223 THE HIGH FIRST GRADE The graph on page 222 represents the distribution of mental ages of 144 high first-grade children — an unselected gToup. It shows 14.6% of these children \vho test below 6 years mental age, most of whom are repeaters and are not adapted to the regular work of the grade. It should be kept in mind, however, that sometimes a child who tests low has personal habits of industry, perseverance, and attention which overcome other deficiencies and permit him to do better work than many others who have the same mental level as he but have not these desirable personal traits. Vice versa, sometimes a child who tests high does not succeed in his studies as he should because he lacks these desirable per- sonal traits. Such constitute the exceptions and not the rule. 20^ of these children (see graph) show a mental development superior to the average found in the low second grade. Should these children be considered for immediate advancement to the second grade? Here we are confronted by a serious administrative problem. While "jumping" of grades can often be accomplished successfully by bright children, all educators will probably agree that it is not the most desir- able way to make rapid advancement. There are certain requirements in learning to read in the first grade that make it very difficult for these brighter children to be advanced by "jumping" to the next grade, but if the children could be given a little special attention many of them could do the work very much more rapidly than the rest of the members of the class. Similar conditions are found in other classes and other grades. Ideally each child should do the work for which he is fitted. Can these children in the high first grade do the work, even approxi- mately, for which each is fitted unless there is division of the class into groups according to ability? There are critics of general intelligence tests who say "There is no such thing." We shall leave that question for philosophers to debate. The fact that concerns us is, that the mental test, given in about thirty minutes, does reveal with remarkable accuracy whether or not a child will be able to do successfully his first grade work. Altho our study has not been so extensive in other grades, results indicate that the mental test likewise reveals the capacity necessary to do successful school work. WARNING Lest the reader misunderstand our attitude toward the use of the mental tests, let us give this warning statement. We do not believe that a mental test should be taken as the sole basis for grading or promoting or segregating children. What we do believe is that the mental test furnishes very important facts to be included as one factor, together with such other factors as health, attitude, behavior, training, environment, and heredity, in the making of the decision of what should be done for each individual child. 224 SUPERINTENDENT'S ANNUAL REPORT SUMMARY AND RECOMMENDATIONS schools should be extended next year. 2 Bibliographies on many school topics are available in the Departrnent StoSSi. These bibliographies should be extended mco-operauon with teachers and with the committee on professional stu.lv. 3 The standard tests in Arithmetic and Handwriting show great d.ffer- ' ences in the accomplishments of children in the same room. The room medians for the same grade in different school, also show a wide range of variation. More extensive use of standard test* should be encouraged. SUMMARY AND RECOMMENDATION 225 The interest shown among principals and teachers in standard tests of classroom work and in mental testing, both group and individual, is indicative of open minds and a progressive attitude. The age and progress tabulation shows that the Oakland Elementary grades have an unusual amount of over-ageness (51%) and of retarda- tion (40%). These percentages should soon be reduced or causes explained. At the same time, our schools have a very high percentage of pupils who have been accelerated, which shows that real effort must have been made to promote children when they tvere ready. However this acceleration has been with pupils who are over-age for their grade. This is shown by the fact that 17%) of our pupils have made rapid progress while only 7% are under-age. In 22 cities of the State of New York the percent of under-age was 8.4%. Therefore, Oakland has discovered a smaller percentage of its bright children to give them recognition by more rapid advancement than have these other cities. The welfare of our democracy and the need for leadership demand that we pay more attention to the proper training of our children who have superior mental capacity. We should find the child who is capable of doing more and give him more to do. "Leaving school between the fourth and the eighth grades by children who are retarded constitutes an enormous problem. It should be made the subject for careful study in the future. The research studies made this year warrant this thesis, — About 8% of our present enrollment or one-fourth of those tvho are over-age and slow, u ill be found to hair inherent mental tendencies that make tfie ordinary COWie of Study cither impossible or impractical of attainment. For such children a special curriculum should be prepared looking toward fitting them for useful vocations that do not depend largely upon mental achievement. Mental tests together with the teachers' reports of classroom work show that approximately 51% of the children of the first grade are adapted to the requirement of that grade; — about 29%; cannot do the work outlined for the grade and about 20% could do much more than is required. Other grades show similar conditions but have not as large percentages "above normal" or "below normal". Standard tests, both psychological and pedagogical — group and individual — should be of great assistance in classification of pupils according to ability and capacity to do the work. They should inspire better teaching and better educational guidance through a more inti- mate knowledge of the individual child. Teachers and principals should be trained to use and to interpret standard tests of mentality and of achievement as an assistance to better teaching and to better classification of pupils and also as an assistance in the educational and vocational guidance of pupils as they pass through our schools. 226 SUPERINTENDENT'S ANNUAL REPORT ♦SCIENTIFIC METHODS APPLIED TO VOCATIONAL GUIDANCE Much has been written and much has been said concerning reload guidance in the schools of to-day. Vocational guidance bureaus art be n, established in many cities. I wish to commend the movant for what fhas done. At the same time I challenge much of the work that - M* done when viewed from a scientific standpoint fAonM an alysie. some of it appears to me more worthy of the name "\ m-atmnal Cues*, work" than "Vocational Guidance". To understand why I make this charge, let BJ examine MM of t »<■ methods pursued by some vocational guidance counselors. IV.k.bU the most common field for vocational guidance is in the nigh ■chooL Ittfl practice followed in high schools is often that of requiring each pupd to fill out a certain blank on which he is asked to give information COO •.-rn- ing himself and family. Some of the queationi involve purely historical data; some, volition or wish; others, judgment based upon tin- torn tion of the individual answering. For example, bore are I km ol the questions from a blank in use in one of our « it\ schoole: 1. Can you see any indication of inherited te ndencie s m your OSTB life? 2. Has your environment caused any trade oi profession to be favored? 3. Do your parents urge any particular occupation? 4. Have you a real desire for studying? 5. What manual work would you rather do than stud] ? 6. Has your school experience made you conscious of any special ability? 7. If your physical condition is poor, name Bonn Ould safely enter. 8. What vocation requiring nervous or physical strain OOttld fOSJ not enter? 9. Are you a good leader? 10. Are you a kicker — an obstructionist? 11. Are you honest, prompt, conscientious, tactful/ The factors that might influence the child in filling out such n blank are so various that I need only point out the fact that advice and OOSmad based upon such data would be dangerous, because the data ia unreliable. If the same blank were filled out by the child again two months Inter manv of his answers would probably be different. What else does the vocational counselor have to assist him? Sometimes he has the child's immediate school record of class work. Frequently mil •This paper was presented by Virgil E. Dickson before the meftin K of the grade uno ™? C P" 1101 ?^ and the supervisors of the School* of Oakland in January. tyiB. the topic before the meeting was "Vocational Guidance" It ia printed here by request of the Superintendent of Schools. VOCATIONAL AND EDUCATIONAL GUIDANCE 227 is the child's own statement of his record. He may have the record of the physical examination; he has the opportunity of personal conference with the child. To summarize, the advice as finally given often rests upon the family and personal history of the child given by himself; the child's record in school; the child's personality as viewed by the vocational counselor or by some teachers asked to report on the case; the volition of the child or of his parent; and the knowledge which the vocational counselor has of vocations and their requirements. One of the most powerful factors usually considered in selecting the vocation is the wish of the child and this wish may be based upon a chance companionship with a friend, the location of a certain industry in an attractive place, ease of work, social standing involved, salary, etc., without any thought of individual fitness whatever. To follow a child's wish for a vocation is about as scientific as to feed him what he wants when he is convalescing from typhoid fever. Any judgment based upon data such as that mentioned above is super- ficial and unscientific. If we are to know the abilities and disabilities of a child, we must go to the sources of such abilities and disabilities, and these often are so deeply hidden in the nature of the child that they are difficult to discover. They are very frequently unknown to the child himself. Dr. G. Stanley Hall says that probably nine-tenths of human behavior has its origin in the subconscious. Much that an individual can do or cannot do is determined by his emotional and tempermental nature. Two factors that enter most prominently in an individual's chance for success in any vocation are his nature and his nurture. By nature we mean his original endowment; by nurture, his education and environment. Every individual has a potential ability, either positive or negative, for every vocation. The degree of success possible in any vocation, therefore, will be determined, in the main, by the nature of the individual, the nature of his education, and the requirements of the vocation. What then, should the vocational counselor know: 1. About the child (not from the child) ? He should have as much data as possible on the physical, mental and tempermental nature of the child. He should have immediate facts, not opinions, con- cerning his behavior, heredity, home environment, social environ- ment, and education. 2. About each vocation or type of vocation? He should know something of the number of persons needed, the probable future needs, the opportunities for development, the hazards involved, the salaries paid, etc., but most important of all, and that which has usually been neglected, is what does the vocation demand in physical, mental, and tempermental traits of the individual who is to be successful in it? Scientific data both with reference to the child and the vocation has been seriously lacking in most cases in the past. We do not know much but we do know some things with reference to the mental capacity necessary to success in certain occupations. 228 SUPERINTENDENT'S ANNUAL REPORT 1. There are many types of work that can be done successfully by feeble-minded individuals— hauling loads, mowing grass, sawing wood, digging, etc. 2. There are other types that do not require much reasonin-:. These can be done successfully by individuals who are very dull men- tally — standardized mechanical piece work, supervised agricul- tural labor, types of laundry work, street sweeping, etc 3. Individuals with very ordinary intelligence coupled with personal traits of honesty, truthfulness, promptness, quickness, polita etc., may be successful as motormen, conductor-, sold etc. 4. Keen intelligence with good powers of judgment and reasoning are usually required in business and professional occupation-. In all of these, however, other factors aside from intelligence may play the controlling part as the determinant of success; for example, sym- pathy, combativeness, loyalty, speed, nervousness. Individuals belonging in Class 1, the feeble-minded, can be d early by means of psychological tests. Their direction into form- of useful work appropriate to their degree of defect is a civic obligation and an industrial economy. So far as general mental level is concerned, the types of intellect com- mon to the other three classes of vocation- can also be dim early in youth by means of psychological tests. However, general intelligence level is not an infallible guide. Mam an individual whose general ability is low, succeeds in life l>ecau-e of MMM special ability; many another whose general ability i> high, fail- DC of some special disability. It is unfortunate that our schooll Mated in such a manner that disabilities are easily discovered and individual- beU back because of them, while special abilities are seldom given tlic attention which they deserve. I know a young man who was prevented from graduation and made to work one whole year longer in H. S. simply because be could not -pell, and could not write good compositions. Tests revealed spelling a- a dis- ability of this boy, although he had a mechanical ability which irought for him immediately after graduation double the salary which any of his teachers earned. What place have psychological tests in vocational guidan When given in the primary grades psychological tests irill reveal those children, about 5% of all, who stand little chance of ever being al pass 5th grade work successfully. They will reveal another group about, 20 to 25% of all, who, because of mental Blowness, or mental instability stand small chance of finishing 8th grade work. Here are two huge problems for vocational guidance. These people are going to live in society. Tnej can do work but unfortunately, they usually make work for other- to do. From tl, come the largest percentage of our crime and pauper,-,,,. Their common trail is from Educational misfits to Vocational misfits, to social misfits to VOCATIONAL AND EDUCATIONAL GUIDANCE 229 anti-social feeling, recklessness and crime. The individual who lacks proper adjustment to his vocation becomes dissatisfied and his natural tendency is either to charge against society or to become a charge of society. Let me give you one example. William came last week for a work permit. I was asked to test him and to give my recommendation. William was 15 years, 11 months old, his mental age was ten years. Altho he has spent nine years in the schools of Oakland, he has only reached the high 5th grade. He has very poor rote memory, can not name the months of the year, nor can he subtract 4 from 10 or 5 from 24, yet for the past four years this boy has been Straggling with fractions. He can do work with his hands with concrete mat. -rial very satisfactorily. He has good language ability, is kind, is strong physically. School has been a burden to him but now he has reached the compulsory age limit (16) and freedom. The family history makes William's case only more pathetic. Father, American, uncontrolled temper — roving disposition — alcoholic — unsteady in labor — with strain of both feeble mindedness and insanity in his immediate ancestry. He deserted the mother and six children four years ago and has not been heard of since. Mother — slow, earnest, but emotional, South European. Says that the boy has been good and kind and persistent in work when pleased, but is easily angered and is then "impossible." William is large, well built, good looking and talks well, has good manners. He can get a job easily, but has never been able to keep one but a few days. The mother reported one employer as saying that he didn't want a boy who had to be told every hour what to do. William is getting restless, more irritable at home — stavs away from home more at nights, is running with bad company and the mother is afraid to attempt to do anything with him for fear of his violent temper. I ask you what is there in store for William now in Oakland? Five or seven years ago a psychological test would probably have revealed the boy s abilities and disabilities as well as it does now. Then he liked to dig and work on the farm and in the garden. Educational guidance and vocational guidance at that time would have stood some chance of making him a self-supporting and law abiding citizen on the farm. He now constitutes a social danger with serious prospects of becoming an early charge on the state. There are dozens of cases in Oaklanp! similar to this one only differing in degree. It seems to me this is one of the fields for vocational guidance. But there are the other problems with those who are bright and capable mentally, and those who are superior. They cause little trouble in the grades. When the 7th grade is reached there are the elective courses of the Junior High School. In the Vocational School — are electives. Greater electives are offered in the Senior High School. Shall it be the Commer- cial, English, Scientific or Classical course? Then comes the college or 230 SUPERINTENDENT'S ANNUAL REPORT University with all of its electives. How can the individual select wisely his path in this labyrinth of ways. Usually he can't. Did you and I know when we trod that labyrinth what way or ways our natures best fitted us for? I answer for most of us, NO. We probably don t know yet. What time might have been saved and what pitfalls and blunders avoided had science revealed to us earlier; even a few of the abilities or disabilities in our natures which were unknown or unrealized by us. All along this path of life the vocational counselor can be a boon com- panion indeed, provided he knows the individual and also knows the roads, (vocations) and where they lead. The machinery is already available whereby he can know the individual quite thoroughly, but this has been little used in the past. As a child passes thru the grades the school has many opportunities to observe his reactions to all sorts of tests and condi- tions of life. Now comes the key note of my proposal. Let us begin a study of the child when he enters the first grade and continue such study as long as he is with us. Let Us keep our data in available and usable form. Psychological tests can be given. Evidence of abilities and disabilities can be carefully noted and checked up by the teacher. Teacher-, guided by the physician and the psychologist, can easily be trained to note cer- tain types of behavior which are of tremendous importance both for immediate educational guidance and for future vocational guidance. I wonder if some time spent in studying and marking habits, persona] traits, and behavior in the large sense of that term would not be B8 productive of educational results as is some of the time spent in making present marks of l's, 2's and 3's for accomplishment in subject matter? The health department makes a physical examination of each child annually or bi-annually, and records the results on blank- that arc filed away and soon lost to use. I am not criticizing anyone or any department. Most of us are guilty of gathering much useful data onlv to make little or no use of it. The teacher, the attendance officer, the doctor, or nurse frequently visits a home where valuable information concerning home environment and heredity are noted soon to be dropped out of memory and lost so far as helping the child is concerned. Blanks could be devised easily whereby all such data could be kept in brief and available form. Such a record would be of untold import- ance to the trained vocational counselor when he is called upon to g guidance. Time will permit me merely to mention some of the scientific methods now being employed in selecting men and women for vocations. Industries where many people are employed are using psychiatrical and psychological tests to determine the fitness of the nervous system and the mind of each applicant. They find it pays. The U. S. army and navy are employing physicians and psychologists in order to eliminate those men suffering from nervous and mental diseases, and likewise to grade those who remain, in their ability to take training for the more respon- sible positions. VOCATIONAL AND EDUCATIONAL GUIDANCE 231 SUMMARY Scientific methods as applied to vocational guidance are based upon the principle of individual differences. Investigation and cataloging of these differences must begin early if time is to be saved and anti-social attitude prevented. Guidance must take into account special abilities and special disabilities. The individual who has a disability should not thereby be prevented training along the line of his ability, e. g., failure in spelling prevent his progress in other subjects. There has been a strong tendency in education to recognize the bad and hold back, rather than select the good and move ahead. Vocational Guidance should help to remedy this tendency. Many people of low grade mentality still have special abilities of such social significance that there is strong possibility of successful adjustment to life. The greatest good to the individual and to society will come from discovering the task for which each is best fitted and giving educational and vocational direction accordingly. Every individual, be he subnormal, normal, or superior, needs voca- tional guidance. In our efforts to offer scope for the individual to adapt himself to capacity we have formed ungraded and special classes, Junior and Senior high school, advancement by subject rather than by grade, courses in Household arts, commercial, industrial and agricultural sub- jects, but these are not enough. Diagnosis of capacity and fitness is needed. Before we can fit the proper peg into the proper hole we must know the nature of both the peg and the hole. 1. Medico-Psychological tests constitute one source of data that must be recognized if vocational guidance reaches the goal of success which it deserves. 2. The teacher, the nurse, the attendance officer and others may add much data of importance if trained to note types of reactions and behavior that are significant from the time the child enters school. 3. All data must be kept as a cumulative record to be available when needed. 4. The vocational counselor must be willing to harmonize the data concerning the individual and the vocation which scientific research has made possible if his vocation is to be worthy of the title "Guidance." We are fighting to make the world safe for democracy. We must fight in a different way to make education and vocation recognize individual differences that will make our own people safe for democracy. 232 SUPERINTENDENT'S ANNUAL REPORT i co al | Grand a © CM rH vo i-H b l-H CM CM Ov © — — i o\ o I—* LO tM CM OV tN CM o 1— 1 O i— i i— ( t- 1— 1 I— t 00 CM 00 c-- o lO l-H o> o l-H tN rH 00 -f C7v co H a w 00 © i— I Ov CO S3, o Ov r— "-• i— i H CO i— I l-> co cO M * - sa VO r- 1 00 tN r^ — i CO CO c o Oh M .9 "o US a o a. o V .a S 3 z en a '3 & -3 3 C m 5* ■<* °5 »o vO ■ Q fc 3 O Cfl t* i— 1 i— I ■<* fH lO CO >-H l—( H lO ^» vO tN r~ iO tN —1 ^ 3 •>* o CO s§ a s — 5 & fH vO \o i— i LO © SO vo l-H rH cQ Ov CO s CM r-t vO CM lO © CO Tr> 00 tN - 1 - ■s a u 2 CD 1 3 I s a a i a* a 'j u ll " '*" ** "3 a* J a H 3 o CJ 13 M V 3 -, CD u '1 - a -r. c. a i E- i— ( o\ i— ( tU !— 9 . CO E \£ ) o > w i * ! i d _o u 3 H 00 3 «*-i O CO u, v a) g (0 Oh -a % u u 3 0) u B - o h> o 8 E Q 9 1 c c 7 ! - c - o «r 3 .2 '53 o Oh 3 — * • RESEARCH AND MEASUREMENT 233 ■<# o ' CO 3 8 3 5 IN (N 5 ?3 3 52 3 > = S i-O * 1 S °-o „ '.ST -2 2 u . * * §• 8 .S » coHQ © « S.S w a -3* 2 e s .a 2 > = > o u 2 * = « a «-> u o So w W w w w Cu -a QQ I W 4j fl H » S cj W -2 to S3 O u o S o 234 SUPERINTENDENT'S ANNUAL REPORT Table No. 23 OAKLAND'S GROWTH— AM) ITS SCHOOLS BY DECADES Fiscal Year Ending July Population by U. S. Census City Assessed Valuation No Total School Enrollment All Schools Average Daily Attendance All School. Total Clan Teacher* 1853 1001 No record i record 16 I. 1860 1549 No record 130 58 2 1870 10500 No record 1410 735 10 1880 34555 $ 28,348,778 6125 1963 127 1890 48682 35,843,979 9565 6372 155 1900 66960 43,275,381 11976 8512 J 10 1910 2 150174 107,793,550 17621 12919 1917 206402 144,271,100 40946 25?-: 847.3 1918 246519 > 148,571,000 4821 1 27304 933.4 1 Estimated. 2 For the year 1910, only the Total Population includes the annex- ation of 1909. Table No. 24 ENROLLMENT AND NUMBER OF SCHOOL DAYS 9.4% 103.7':; 17.7% Year Kindergartens Elementary Schools Day Evening Second Day ir\ ^rhool« 1 > i iiiiij Total enroll- ment all ~rhool. •f 1910-11 209 18297 977 2480 None 21963 I'M 1911-12 203 20274 1260 2690 M 21427 191 1912-13 458 21247 1185 3140 M 26030 193V2 1913-14 871 22912 1884 3354 K 29021 18-4 1914-15 1934 24351 2367 4045 M 32697 186y 2 1915-16 2446 24811 1390 4727 1299 34673 188 1916-17 2489 26237 2002 5298 4920 40946 189 1917-18 3199 27598 1594 5798 10025 48214 189 Increase Over Last Year 28.5% 5.2% 20.37c * 9.4% 103.7% 17.7% * Decrease. It is noteworthy that the most marked increase is in the Kindergarten and in the Evening Secondary Schools. The Evening Elementary Schools show a decrease. RESEARCH AND MEASUREMENT Table No. 25 AVERAGE DAILY ATTENDANCE 235 Year Kindergartens Elementary Schools Secondary Schools Average Daily Da; Evening Day Evening Attendance All Schools 1910-11 83 14834 122 2170 None 17209 1911-12 92 15621 130 2363 CC 18206 1912-13 203 16425 124 2299 (« 19051 1913-14 360 17874 185 2597 u 21016 1914-15 718 18998 205 3089 u 23010 1915-16 1136 19595 113 3562 119 24525 1916-17 1139 20208 152 3894 404 25797 1917-18 1440 20804 122 4221 717 27304 Increase Over Last Year 26.4% 2.9% 19.7 8.4% 77.4% 5.8% Decrease Table No. 26 NUMBER OF CLASS TEACHERS EMPLOYED Total No. Year Kindergartens Element; ■ry Schools Secondary Schools of Class Day Evening Day Evening Teachers All Schools 1910-11 3 384 15 87 None 489 1911-12 3 397 15 93 « 508 1912-13 7 430 15 100 U 552 1913-14 12 478 19 117 a 626 1914-15 20 519 21 146 a 706 1915-16 30 549 11.4 170.7 9.4 770.5 1916-17 30 580 16 189 32.3 847.3 1917-18 40 610 13.2 210 60.2 933.4 Increase Over Last Year 33.3% 5.2% 17.5% * 11.1% 86.3% 10.1% tOwing to varying methods of counting "class teachers" this table is only approxi- mately correct. During the last four years, the numbers represent the average of the number employed during each of the ten months of the year. Manual training, instrumental music, and other non-class teachers are not counted in the Elementary Schools. In the High Schools, all teachers, including librarians and pianists, are counted. Supervising principals, clerks, and vice-principals who do not teach are not included. Domestic Science teachers were non-class teachers prior to 1915-16. In every case teachers are counted only for the portion of time which they give. * Decrease. 236 SUPERINTENDENT'S ANNUAL REPORT Table No. 27 NUMBER OF PUPILS PER CLASS TEACH I B (Based on Average Daily Attendance) Kindergartens Elemental? School. S«eond.rr Srhool. Day Evfnnn Day r .mm. 1910-11 27.6 38.6 16.3 21.9 1911-12 30.6 39.3 17.4 1912-13 1913-14 1914-15 29.0 38.1 16.5 23.0 30.0 37.4 19. t 35.2 36.6 19.2 21.1 1915-16 37.8 35.6 19.8 1916-17 37.9 34.8 19.0 1917-18 36.0 34. 1 18.4 20.1 21.4 29.2 •The average (last column i where Kindergarten*, Da Schools and High Schools are thrown together • little, 'f MR significance. Recent years show a slight tendency to decrease the numlxr of pvpill per class teacher. Table No. 28 ASSESSED VALUATION SUBJE4 I IX) LOCAJ TAXATION Valuation Valuation 1,„, m..i? o ts r- o\ On 00 'T On On 1*- NO | ■* \0 a 00 f >« ON On «# R ON 00 LO NO © A — 281 8,113 791 536 243 53 CM ON Tf LO CM © ©* CM US i— r i— ! CO CO NO LO* 1-H •» «» 4* - LO ON 9 On CM £ CM O, LO LO CO CM *o NO NO On LO* CM* CM* r~* NO* "* LO t* Tt CO ^F CM 4. rt r-* i CM CM* CM* •-* 8 K. rH r-+ ^ H m «» «• •» •» r~- 00 CM «■* o ** — ' s ON 8 CO LO i— i ■— • On O CO © CO S o^ LO c^ 6 CO >o 00 •*■ CO On CM lO CO LO l-H r3 CM CO LO, i* o cO_ «^ LO V, «• 00 NO CO CM — -* NO LO NO "f © © « t~» ON i— ( t- oo SO CO NO Fi t* es ON ^? On lO NO CO CO On r- O LO vC '" — LO On CO oo" t^ LO 1/5 CM CM o> lO o f" 0\ i/! CO O * On On lO NO — no cm co on r- r— CO NO — 1 LO CO SO CO CO 3 LO LO C 00 lO l-H F— 5 M CO 00, °1 rH p4 l-H pH m •» «• •» « •» lO 00 LO CM lO ^ NO LO 3 9 NO 8 ON NO rH 4 lo ci lo •-< lo oo fO — — o - 1 - rj c -) 2 ON On o^ c On l IA "5 Cv s (M VO o> — ' 9* lO ci — <* oo' 8 ^1 M o CM •<* NO* •t ^ o w ^ c^5 s | 5 l/S rr r- J" CM* CM •» •» «% •*> M ' «* lo r- o o> no O t" * r- CM c CM «» LO LO CO 00 CM t— # CM tj 00 oc NO <— i p* I - UJ co' — • '"' lo r- -* co lo co a LO c CO oc CM co CO cs © F 9 *r o © lo t— r- °. h» r< l-H «* con "f SO •»** io" -*' CJ co o oo r^ cm r-* r* r^ r--* t- •<** CM oc CM tr oo ON ^H i— • Tf ed «s ^ r* CM* m 4* «*> •» « <■/> co ON CM CM -f vC O no vq o cm no ** S3 ON co es NC s C lO CO LO 00 00 -t lO 00 — -h t— CM LO NO © ON Tj * o CO cm NO s S l-H ci- » LO r- lo r— i— lo co NO C3 cr CO NO ON O O N N CM © r- t— CM CM* ©* e> LO* er s* 8 NO c NO O 00 CN CN n£ °1 P-H ,_<* rH tft 4* m m m ► *» CM i—l 888888 8 s l5 $ Cn © CM i—i NO* LO ON LO LO CO vO CM O CM On CM 00; LO On t— © 00 3 •<* LO © a s? o ON_ « oc l-H L? *~1 CM* O — * 00* f4 LO On" c LO* r~ CM* CM LO r- CM CM On CM CO cr c- r- 00 " Cs CM vfi 00, Vr V* 4* 4» '/ > «» l—l © © © O © © © © © q © © 8 s c tr CO LO C cr 1 LO 00 o ** co on no r— co NO i— 1 © no On 00 ON © vo CO ^# "T CM CO ON* CO s LO 8 5 lo" CM ON °l t» w ^ CM 1— 1 CM* Tj>* CM* ON* NO* l-l NO* )-H ©* Cv £f CM — i r- CO ^h NO CM cr CM CM t- CO CM ^ CM l-H CM i—T •» •» «% «« ► 4» s lant... !S enses.. ■ 0} o E •"" 3 "7. o 1 a 03 p^ <° c *" c 6 i •h ^ a o U "T3 a t>0 a 3 c o. £ x £ ^ c c i of Plan nee of P Agencie eous Exp c o. X W aU B i-i *■ o ^ - — i 1 O C/5 4) -O > c "O c O [t | cs O Currer eneral < istructio peration [aintena uxiliary [iscellan 3 H — 3 ermaner ments Funds, ther Pa C 'Z —> c ^4 X © « W -o *3 $ o w o .S c C "2 -a c c o 2 « C £ Z *5 < *4 C/) Cm H C^ O 240 SUPERINTENDENT'S ANNUAL REPORT B •* *_ ^ - -"■''-■' uL — — — _ RESEARCH AM) Ml. \>UREMENT 2-41 f 13 EV E S as h O _ to 1 I r CD c o i - i 3 E 5 g — • - w B ; / ■- - X o c Cm - 7 X .* — w 1 i n H © I 5 ■fl L„ ""- Q s : H £- »— a ! 7 - 2 r — r ^ E T - © : M-< / CD B — a, >- . >J * — — < B — 2 B < is * "■ v -- w_ - a c ~ h. ■ - H 60 .5 s o o _ V— — V — H _c H — t> t^ ^ ^ O — ; •* co — • CO — r On O -^ to ("J <•? p4 ON 8esi |-^ co ~J r- © cm © r^ ^ e- 1> t- ^ tO O © to to t>> N irt MO N « N M © O 2 X 3 op © x sc i - -* o t> x #\ to O »* r- O ' - t - cs c-p — ; co esi at r^ eg (SJ r^ r^ I - r^_ i - ■-- to -' On" tO no i - — ■ r r * — 1 2$ 8 2 - — T to* - i ' - e — — CO _ ' ._ 2 - ' - ro "~ — rt e6 oo I •» 5 CO J O to — t- -_i X w - J - -i i- :j i r- - - 3 8 ■ S „ 888$ § i i i. — © co e t -' i - as — i m 8888 Q C — — r - i t - to — — .-_ I - — ro ^ — is fe 7 - ~ 9 ai i ■- •: c a I >5 1 1 ll ~ SZ 3C =^ C I - rO — 35 rj r - rt ^ 5> oo - S s C- tS t> c- &- 8 2 CO O to O es « o r^ to i © c' — e On CO CA ^ n r- o »t s nC i" X N't iflQ ■ * Bj c en -^ 5 to" to' .~ e - 1 c oq -f ^-< oi co cS of to" oC co — < CO 0> a — cO CO c © r^ 5 ge B i - X • - i/j S CO ON CO •* H ■ d ■— c3 > cs > Ui Q U3 Q bJ «1 I r be — — iJ! tj vO On Ov es co »* — F-J ©. On CO* = i 588 © O^ to i no CO ST i r i -* r* ri r i ' -* zz in x" x* c-i* •? :i :i — i 88888 — 7 J .-. x —■ ~ Cs| co r-* »* 4^ tft i ^. u c .2 o « .- a. o Q co 3 C r= o U. DS J — to -*■ c ^ CM CO CO CO I O — -- M lO U5 CM csj CO CO CO co | SUPERINTENDENT'S ANNUAL REPORT RESEARCH AND MEASUREMENT 243 244 SUPERINTENDENT'S ANNUAL REPORT Table No. 36 Salaries Paid Superintendents of Schools in Twenty-five ( iti« of 200,000, and Over. 1. Detroit 5,000 2. Cleveland 112,000 3. Chicago > f ooo 4. New York 110,000 5. Cincinnati 110 6. Jersey City > ').(MK) 7. Philadelphia .IMHI 8. Pittsburg S 9,000 9. Los Angeles 10. St. Louis s ;;.o< x» 11. Seattle 12. Newark ..-.lit) 13. OAKLAND i 14. Milwaukee Median 15. Denver $ 7.«MH) 16. Buffalo $ 7,1 17. Rochester ? (,..-,( HI 18. Washington, D. C... 19. Minneapolis 1 20. New Orleans.... S 5. Jui) 21. Louisville S 5 22. Baltimore s s 23. St. Paul ^ .-, DIM) 24. Providence 1 25. San Francisco.. S 1 mo Average Salary, $7,556 RESEARCH AND MEASUREMENT 245 Table No. 37 Salaries Paid Assistant Superintendents of Schools in Twenty- five Cities of 200,000 and Over. 1. New York 2. Chicago 3. Detroit 4. St. Louis 5. Jersey City 6. Cleveland 7. Newark 8. Philadelphia 9. Minneapolis 10. Rochester 11. Pittsburg 12. Seattle 13. OAKLAND 14. Milwaukee 15. Denver 16. Cincinnati 17. Los Angeles 18. Washington, D. C... 19. New Orleans 20. San Francisco 21. Buffalo 22. Baltimore 23. Providence 21. St. Paul 25. Louisville Medh $5,750 $5,500 $5,100 $5,000 $5,000 $4,640 $4,500 $4,050 $4,000 $4,000 $4,000 $4,000 $4,000 $3,960 $3,850 $3,750 $3,550 $3,250 $3,150 $3,000 $3,000 $2,950 $2,660 $2,400 $2,000 Average Salary, $3,880.88 246 SUPERINTENDENT'S ANNUAL REPORT Table No. 38 Salaries Paid Business Managers of Schools in Fourteen Cities Cities of 200,000 and Over. 1. Chicago 2. Milwaukee... 3. Detroit 4. Cleveland 5. Pittsburg 6. Cincinnati.... 7. Minneapolis. 8. Los Angeles.. 9. Louisville 10. Seattle 11. OAKLAND 12. Buffalo 13. Baltimore. 14. St. Paul Medi inn Q ]i!.000 .000 S 5.000 ,000 .000 ■ . -.i N i l.J.-.H I.JMII 1,000 3,600 3,300 :;.