UC-NRLF BEG and Public Schools A School System for All of the Children of All the People Reprint of the Report of the Department Research of VIRGIL E. DICKSON, Director Being Part of a Report of the Superintendent of Schools of Oakland, California 1917-1918 GIFT OF 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 metjiods and Ac ccfntent of the course of study. d. The. cpsjp othe schools in all units of organization and in all ' ' "' " e. The completeness with which the schools as an institution cover their field of work. 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. Superintendent. 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 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. 404512 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 Multiplication Division ! Accuracy 13 1 Accuracy I Accuracy T3 I Accuracy "8:3 6 2PL GRADE IV Kansas Medians General Medians Boston Medians OAKLAND Medians.. 4.8 7.4 8 9.8 41 64 70 68 5.3 7.4 7 6.8 46 80 80 69 4.4 6.2 6 5. 41 67 60 63 3.3 4.6 4 39 57 60 Elmhurst 4A Elmhurst .4B Elmhurst . . . 4B 10 10.2 10.2 8.3 11. 10.4 8.5 56 60 77 75 73 68 70 7 7.2 7.2 6.4 7 6.7 6.2 64 65 73 70 70 68 70 4.7 6.0 1.6 6.8 5.9 60 63 28 86 77 38 11 33 13 11 37 34 Laurel 4A Laurel 4B Santa Fe 4A Santa Fe. 4B GRADE V Kansas Medians General Medians Boston Medians OAKLAND Medians.. 5.9 8.6 9.0 92 52 70 70 62 6.8 9.0 9.0 8.5 63 83 80 76 5.7 7.5 7.0 6.4 57 75 70 67 4.0 6.1 6.0 4.1 52 77 70 45 Elmhurst 5A 8.5 10.5 10 7 8.1 7.7 11.1 11.2 57 70 55 56 60 67 60 64 6.7 10.2 8.3 7 7.7 6.7 9.8 13.6 53 83 80 73 78 81 75 87 5 7.1 8.6 6.2 6.6 5.5 44 70 75 80 72 65 3.2 5 5 4 5.1 37 72 41 32 50 19 39 10 8 34 31 23 34 Elmhurst 5A Laurel . . 5A Laurel 5B Santa Fe 5A Santa Fe 5A Prescott 5A Prescott 5B RESEARCH AND MEASUREMENT 177 Table No. 1 Continued. Addition Subtraction Multiplication Division I -< 1 C/3 < 1 < ! < S.3 o * fe GRADE VI Kansas Medians. General Medians Boston Medians 7.0 9.8 10.0 92 59 73 70 67 7.9 10.3 10.0 9.4 72 85 90 83 72 9.1 9.0 7.7 69 78 80 76 53 8.2 8.0 6.5 71 87 80 73 OAKLAND Medians.. EIfntinr"t fiA 8.3 9.1 10.0 8.0 8.0 9.4 8.9 8.5 11.6 10.1 7.0 69 67 58 83 57 71 75 76 68 66 50 9.8 10.2 123 8.0 9.0 8.5 8.8 8.6 9.6 10.2 6.7 90 78 87.5 90 85 85 74 83 88 78 72 8.1 8.4 7.5 7.5 8.6 7.7 8.8 7.8 7.5 8.4 80 78 87 83 80 73 51 85 74 78 5.1 6.8 9.0 5.0 5.7 5.9 7.5 6.7 63 70 82 80 50 73 72 80 85 82 30 38 35 7 12 36 34 28 32 38 28 Elmhurst 6B Flmhiirst fiR Laurel .. 6A Laurel 6B Santa Fe. 6A Santa Fe (Feb.)....6A Santa Fe 6B Santa Fe (Feb.)....6B F-ltnliiirftt fiR Prescott 6A GRADE VH Kansas Medians General Median 7.8 10.9 11.0 10.2 11.0 9.5 113 63 75 80 57 39 72 62 9.2 11.6 11.0 11.7 103 12.3 12.5 77 86 90 85 83 89 85 83 10.2 10.0 9.8 83 93 74 80 80 75 72 79 7.9 9.6 10.0 7.3 63 83 81 90 90 82 83 82 25 30 28 Boston Median OAKLAND Medians.. Elmhurst 7A F-lmlnirst 7R Prescott 7B GRADE VIII Kansas Medians. General Median. Boston Median 8.7 11.6 12.0 10.6 65 76 80 78.8 10.5 12.9 12.0 12.2 80 87 90 97 10.9 11.5 11.0 92 77 81 80 83 8.6 10.7 11.0 9.0 86 91 90 81 32 OAKLAND 8A 178 SUPERINTENDENT'S ANNUAL REPORT I s I t; 1 o -a w I JS O 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 lettern per Median quality by Thonidike minute. scale. GRADE GRADE v VI VII VIII v VI VII VIII * Oakland 706 pupils 63 71 80 84 9.1 9.9 10.3 10.6 Cleveland 10528 pupils 60 70 76 80 9.6 9.9 10.1 10.7 Iowa 28000 pupils 65 73 75 77 10.0 10.4 11.9 11.4 **0akland 4815 pupils.. 62 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 SCHOOLS SEPTEMBER 15, 1917 (This table deals purely with progress not age.) % year or more Accelera- Retarda- 1 year or more 1% years or more 2 years or more tion lion Ace. Ret. Ace. Ret. Ace. Ret. Grade 4 .. 15.9 45.8 3.9 23.8 0.9 1L8 0.3 6.8 Ratio 1 to 3 1 to 6 1 to 13 1 to 20 Grade 6 22.2 46.8 7.2 27.8 2.2 14.8 0.3 5.8 Ratio 1 to 2 1 to 4 1 to 6 1 to 19 Grade 8 30.1 28.7 9.1 13.7 6.1 5.7 2.1 1.7 Ratio 1.07 to 1 1 to 1.5 1.07 to 1 1.2 to 1 These figures involve all the children in these respective grades (special 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 our school children drop behind at least % year before they have finished the fourth grade, while about % of the children have gained y 2 year in progress by the time they finish the fourth grade. Three children have been retarded y 2 year to one who has been accelerated y 2 year. *4 f all the 4th grade children have been retarded 1 year or more, while 1/25 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 iy 2 years, 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 percentages of acceleration increase rather normally 15% to 22% but the per- centages of retardation have a very slight increase 45% 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: (1) 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. What 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? Why 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 SUPERINTENDENT'S ANNUAL REPORT Per Cent of Acceleration and Retardation Found in the FOURTH GRADE of the Oakland Schools September 15, 1917 Grade 4 Year or More 1 Year or More Ratio 1 to 3 Ratio 1 to 6 Years or More 2 Years 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 are the ones 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 Year or More 1 Year or More Ratio 1 to 2 Years or More Ratio 1 to 6 2 Years or More 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 Year or More Ratio 1.07 to 1 1 Year or More Ratio 1 to 1.5 Years or More v^4^x Ratio 1.07 to 1 2 Years or More 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 Age Rapid Normal Slow Under-age Normal Over-age Over-age and slow VI % M% W% 1% tt.% 51% Z2% 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 OAKLAND SCHOOLS COMPARED WITH SOME OTHER CITIES PROGRESS % Rapid % Normal %B10W *22 cities of New York state 7.1 58.5 34.4 **0akland 17.0 42.0 40.0 ***Rochester 4.9 62.1 33.0 AGE % Under Age % Normal Age % Over Age *22 cities of New York state 8.4 44.7 45.9 **0akland 7.0 41.0 51.0 ***Rochester 5.6 53.6 40.8 * These figures are taken from a report published by W. A. Averill, Albany, New York, February 20, 1918. They embrace a total of 46,000 pupils from twenty-two cities in the state of New York. ** The Oakland data were taken September 15, 1917, and embrace 21,458 pupils (the special and ungraded classes not included). *** The Rochester report is based upon data taken September, 1916, and embraces 21,699 pupils. The 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 and that 1847 other children left school without being promoted. 8.3% of the 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-division" out of school. 40% slow progress is surely too much. This seems more than is found in other cities. We should discover the cause of this con- dition in Oakland and apply the remedy. Age The Age percentages for Oakland schools show the same ten- dency that the progress percentages show a small percentage at normal 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 this overageness. Further study should be made to discover other causes. 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 have 3%; Lakeview has 13% slow, while Campbell has 52% and Tompkins 73% slow. Lakeview has 18% under-age and Campbell and Tompkins 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 Table No. 2 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 SUMMARY 187 School Rapid Normal Slow Under age At age Over age Under age and rapid Over age and slow Total No. in school Allendale Bay % 12 9 % 42 48 % 45 41 % 4 4 % 42 43 % 53 52 % 2 1 % 35 34 350 644 Bella Vista Beulah 12 65 42 22 57 10 68 28 21 71 5 14 42 75 14 Campbell Claremont Clawson Cleveland Cole 3 23 8 25 16 43 52 43 55 39 52 24 47 20 43 2 11 3 10 5 43 55 38 59 34 53 33 57 30 59 7 2 6 3 41 16 39 15 37 203 985 628 198 732 Dewey 15 43 40 13 37 49 6 30 366 Durant 16 54 29 5 49 44 3 21 880 Elmhurst 18 38 42 8 37 53 5 35 645 Emerson 19 40 41 7 45 48 5 31 854 Franklin 22 38 39 11 42 46 7 29 614 Frick 26 45 27 12 46 41 5 20 160 Fruitvale Garfield 29 7 33 41 37 51 11 3 40 35 47 60 8 1 24 41 437 792 Grant 25 39 35 7 44 47 4 26 859 Harrison Hawthorne Highland 6 14 14 29 43 32 63 42 53 3 3 31 49 36 67 46 59 3 2 54 32 43 133 495 514 Intermediate 35 27 37 8 30 61 8 34 497 Jefferson Lafayette 19 11 41 40 39 48 8 5 48 39 43 55 7 1 30 34 655 946 Lakeview 47 38 13 18 52 28 16 9 745 Laurel 10 53 35 7 51 41 4 26 169 Lazear Lincoln 6 30 43 37 51 32 3 8 40 35 56 55 1 5 36 24 400 894 Lockwood 13 42 44 6 39 54 3 32 579 Longfellow Manzanita McChesney 19 14 15 36 50 44 43 34 41 8 8 14 38 46 43 52 45 43 6 4 7 34 27 30 641 322 497 Melrose 10 45 43 4 46 48 4 34 316 Melrose Hts Peralta 23 13 40 57 37 29 11 7 41 55 48 37 11 6 24 26 476 145 Piedmont 15 50 34 9 51 39 4 25 493 Prescott 7 32 59 2 ?4 73 1 53 916 Santa Fe 12 43 43 5 44 50 4 35 420 Sequoia 14 42 42 1 50 48 1 32 168 Stonehurst 16 53 30 13 60 26 13 13 30 So. Elmhurst 3 70 26 36 63 23 30 University 22 29 48 10 27 61 8 35 157 Tompkins Vocational Washington 3 17 13 22 32 42 73 49 43 3 6 23 19 43 76 76 50 2 4 67 47 32 359 246 779 TOTAL FOB CITY.... 17 42 40 7 41 51 4 32 21458 188 SUPERINTENDENT'S ANNUAL REPORT Table No. 3 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade 1A School Rapid Normal Slow Under age At age Over age Under age and rapid Over age and slow Total No. in class Allendale % o % 80 % 20 % % 73 % 26 % % 16 30 Bay . . 89 10 83 16 6 48 Bella Vista 86 13 81 18 9 22 Beulah . . 50 50 33 66 16 6 Campbell 75 24 62 37 21 37 Claremont 95 4 80 19 2 106 Clawson . 78 21 60 39 20 79 Cleveland . .. 100 88 12 25 Cole 84 15 17 35 47 12 57 Dewey 86 13 86 13 4 22 Durant 97 2 75 25 2 84 Elmhurst 82 17 20 35 45 15 40 Emerson 76 22 o 6? 37 20 38 Franklin 100 100 100 10 Frick . 76 23 76 23 5 17 Fruitvale . . 81 18 o 70 29 7 27 Garfield .. 80 19 3 53 43 14 40 Grant 10 89 8 61 29 26 57 Harrison . . 77 22 61 38 11 18 Hawthorne 82 17 74 25 11 35 Highland . .. 100 o 23 76 o 76 21 Jefferson 81 18 o 81 18 o 11 61 Lafayette 47 51 o 70 29 o 20 96 Lakeview 78 19 o 67 30 o 8 55 Laurel . 90 9 4 76 19 o 4 21 Lazear 80 19 o 61 38 o 17 52 Lincoln 85 14 3 64 32 o 10 89 Lockwood 90 10 2 74 24 o 10 50 Longfellow 100 o 33 66 o 66 15 Manzanita 85 15 75 25 o 10 40 McChesney 87 12 46 40 12 o 10 49 Melrose 87 12 58 41 o 12 41 Melrose Hts 100 85 14 42 Peralta 87 12 81 18 9 32 Piedmont 91 8 75 20 o 5 58 Prescott 56 43 33 66 o 39 124 Santa Fe 14 85 o 28 71 o 57 14 Sequoia . 66 33 o 62 37 o 29 24 Tompkins . 46 53 o 50 50 o 44 52 So. Elmhurst Stonehurst 72 27 o 81 18 o 9 11 Washington 88 12 78 22 8 50 RESEARCH AND MEASUREMENT 189 Table No. 4 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade IB School Rapid Normal Slow Under age At age Over age Under age and rapid Over age and slow Total No. in class Allendale % 4 % 32 % 64 % o % 52 % 48 % % 44 25 Bay 55 45 8 55 35 29 34 Bella Vista 11 50 38 22 55 11 5 22 18 Beulah Campbell 44 55 5 55 38 35 34 Claremont 2 83 14 2 73 24 2 8 49 Clawson 74 25 79 20 20 39 Cleveland 88 11 100 9 Cole 22 49 29 4 53 42 4 20 45 Dewey 53 46 3 68 28 25 32 Durant 81 18 5 60 34 13 38 Blmhurst 70 30 77 22 17 40 Emerson 100 58 42 o 42 17 Franklin 76 23 7 60 37 o 18 38 Frick 50 50 40 60 o 40 10 Fruitvale 51 48 2 58 38 o 33 39 Garfield 51 48 42 57 o 40 45 Grant 50 50 59 40 o 34 44 Harrison 33 66 58 41 o 41 12 Hawthorne 76 23 3 96 o o 30 Highland 62 37 4 66 29 o 25 24 Jefferson 3 32 65 3 41 56 3 44 34 Lafayette 7 92 6 50 43 4 23 65 Lakeview 7 84 7 80 19 26 Laurel 50 50 5 45 50 o 35 20 Lazear 2 56 41 o 46 53 o 26 41 Lincoln 3 49 45 o 43 56 o 33 51 Lockwood 44 55 5 36 57 o 47 38 Longfellow 58 41 4 50 45 o 26 46 Manzanita 76 23 o 56 43 o 20 30 McChesney 2 63 34 2 73 24 2 14 41 Melrose . 53 46 56 43 o 37 32 Peralta . 56 43 50 50 o 31 16 Piedmont 60 39 o 72 27 o 27 QQ Prescott 35 64 32 67 o 51 64 Santa Fe 60 39 57 42 o 34 qc Sequoia 50 50 o 66 33 o 25 12 Tompkins o 19 80 o 38 61 o fil 91 So. Elmhurst o 71 28 o 85 14 o 14 7 Stonehurst 62 37 o 50 50 25 Washington 55 44 o 57 42 o 9K 47 190 SUPERINTENDENT'S ANNUAL REPORT Table No. 5 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade 2A Under Over Total School Rapid Normal Slow Under At Over age and age and No. in age age age rapid alow class Allendale 55 44 29 70 44 27 Bay 2 83 13 2 70 27 10 37 Bella Vista 2 72 27 5 66 27 22 18 Beulah 50 50 25 75 50 4 Campbell 4 47 47 38 61 47 21 Claremont 4 82 14 2 84 14 2 8 50 Clawson 7 69 23 5 55 38 5 18 52 Cleveland 87 12 62 37 12 S Cole 65 34 4 47 46 34 47 Dewey 3 85 10 64 35 10 28 Durant 62 37 1 50 48 22 81 Elmhurst 55 44 48 51 36 52 Emerson 23 40 36 7 49 43 6 32 65 Franklin 3 64 31 3 49 46 2 21 79 Frick 25 55 20 10 25 65 5 10 20 Fruitvale 58 41 52 47 41 17 Garfield 66 33 36 62 33 71 Grant 1 81 16 1 57 40 12 54 Harrison 16 83 16 83 83 6 Hawthorne 71 28 68 31 22 35 Highland 7 49 42 4 52 42 3 33 63 Jefferson 62 37 3 50 45 30 53 Lafayette 15 57 27 1 54 44 1 19 84 Lakeview 36 54 9 21 57 21 21 6 33 Laurel 68 31 72 27 22 22 Lazear 87 12 48 51 12 31 Lincoln 10 66 23 3 33 62 20 59 Lockwood 39 60 3 58 37 23 51 Longfellow 86 13 52 47 13 44 Manzanita 77 22 2 50 47 17 40 McChesney 95 4 4 65 29 4 41 Melrose 2 70 26 67 32 23 34 Melrose Hts 2 70 27 10 60 30 2 15 40 Peralta 60 40 80 20 20 5 Piedmont 85 15 72 27 12 40 Prescott 57 42 40 60 35 70 Santa Fe 72 27 63 36 19 66 Sequoia 69 30 46 53 23 13 Tompkins 34 65 17 82 65 35 So. Elmhurst 88 11 33 66 11 9 Stonehurst 33 66 33 66 33 3 Washington 36 63 3 55 41 30 65 RESEARCH AND MEASUREMENT 191 Table No. 6 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade 2B Under Over Total School Rapid Normal Slow Under At Over age and age and No. in age age age rapid slow class Allendale 50 50 4 54 40 36 22 Bay 47 52 53 47 29 34 Bella Vista 41 47 11 17 64 17 17 5 17 Campbell 9 33 57 47 52 42 21 Claremont 69 22 8 22 58 19 20 8 86 Clawson 1 13 84 38 61 59 52 Cleveland 27 45 27 18 54 27 9 9 11 Cole 10 51 38 40 59 34 47 Dewey 33 66 45 54 37 24 Durant 2 79 17 64 35 11 34 Elmhurst 4 60 34 56 43 30 23 Emerson 59 19 20 11 62 25 11 13 86 Franklin 4 26 69 13 52 34 32 46 Frick 27 18 54 9 45 45 27 11 Fruitvale 41 25 33 25 62 12 25 8 24 GarHeld 36 63 2 36 60 52 46 Grant 33 33 33 5 50 44 5 33 18 Harrison 30 30 40 10 30 60 40 10 Hawthorne 57 42 64 35 32 28 Highland 23 18 57 2 65 31 28 38 Jefferson 6 60 33 3 60 36 20 30 Lafayette 4 43 51 1 45 53 45 62 Lakeview 56 36 6 24 67 8 20 3 58 Laurel 6 66 26 6 53 40 6 13 15 Lazear 16 27 56 5 43 51 27 37 Lincoln 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 41 6 35 58 3 35 31 Melrose 36 63 52 46 42 19 Melrose Hts 22 41 36 8 66 25 5 19 36 Peralta 40 33 26 26 26 46 26 26 15 Piedmont 3 33 63 6 36 56 3 46 30 Prescott 14 20 65 2 21 75 54 70 Santa Fe 52 47 4 56 39 30 23 Sequoia 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, 19 17 Grade 3A School Rapid Normal Slow Under age At age Over age Under age and' rapid Over age and slow Total No. in class 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 22 Cole 1 47 50 2 35 61 43 71 Dewey 4 29 66 33 66 54 24 Durant 20 60 18 9 58 32 3 6 86 Elmhurst 2 52 44 52 47 25 36 Emerson 5 43 50 1 35 62 1 41 53 Franklin 61 38 50 50 32 34 Frick 40 37 21 6 50 43 6 18 33 Fruitvale 37 42 20 10 48 40 8 14 35 Garfield 57 42 64 35 28 28 Grant 4 74 20 6 53 39 1 14 63 Harrison .... 53 46 46 53 46 15 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 4?, Lafayette 13 47 38 29 25 44 1 32 101 Lakeview 38 45 16 12 61 25 9 9 31 Laurel . 15 61 23 61 38 23 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 oo 111 Santa Fe 11 42 46 5 46 48 5 40 52 Sequoia . 38 61 53 46 o 46 13 Tompkins 9 90 4 95 o 90 22 So. Elmhurst 12 62 25 12 87 o 25 g Stonehurst .. .. 100 50 50 50 o 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 School Rapid Normal Slow Under age At age Over age Under age and rapid Over age and slow Total No. in class Allendale % 25 % 46 % 28 % 7 % 53 % 39 % 3 % 25 38 Bay 4 40 54 2 45 52 43 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 o 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 o 7 Fruitvale 38 19 42 19 47 33 9 14 21 Garfield 20 80 8 40 52 o 48 25 Grant .. . 28 28 43 12 42 45 8 35 57 Harrison 16 5 77 o 22 77 o 66 18 Hawthorne 30 19 50 3 46 50 o 42 26 Highland . . 18 12 69 29 70 o 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 o 40 35 Lincoln 21 31 47 10 47 42 7 31 38 Lockwood 9 50 40 54 45 o 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 o 30 20 Melrose Hts 2 31 65 57 42 o o 40 35 Peralta Piedmont 15 31 52 5 52 41 o 31 19 Prescott 2 27 69 o 11 88 o 66 72 Santa Fe Sequoia 30 27 25 16 44 55 15 o 46 44 38 55 9 34 44 52 18 Tompkins 5 5 88 o 11 88 o 82 17 So. Elmhurst Stonehurst Washington 10 31 58 2 41 56 A OQ AO 194 SUPERINTENDENT'S ANNUAL REPORT Table No. 9 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade 4A School Rapid Normal Slow Under age At age Over age Under age and rapid Over age and slow Total No. in class Allen dale % 10 % 55 % 35 % 5 % 55 % 40 % 5 % 25 20 Bay 2 45 52 2 39 58 41 48 Bella Vista Beulah Camphpll 26 73 20 80 66 15 Claremont 17 66 16 12 66 21 6 5 75 Clawson 17 21 60 2 31 65 2 53 41 Cleveland 3 88 7 15 61 23 7 26 Cole 6 50 43 o 50 50 35 48 Dewey 4 30 64 4 43 52 4 43 23 Durant . , 12 43 44 2 46 50 2 30 81 Elmhurst 9 32 58 11 27 60 4 46 43 Emerson 12 38 48 3 43 53 2 37 86 Franklin 21 39 39 12 34 37 10 37 66 Frick 30 55 15 15 45 40 15 15 20 Fruitvale 41 27 30 16 36 47 16 25 36 Garfield 4 36 59 1 39 59 1 45 66 Grant 7 44 47 10 38 50 5 32 67 Harrison 8 25 66 25 75 66 12 Hawthorne 15 36 47 4 47 47 4 40 44 Highland 4 40 55 4 38 57 51 47 Jefferson 8 40 50 5 52 42 5 32 59 Lafayette 7 50 42 36 63 39 84 Lakeview 51 39 9 21 44 33 20 8 98 Laurel 46 53 7 15 76 53 13 Lazear 4 95 4 40 54 o 54 22 Lincoln 23 48 28 13 20 66 6 23 60 Lockwood 6 46 46 13 41 44 4 25 43 Longfellow 27 31 40 2 47 50 2 31 44 Manzanita 33 37 29 25 37 37 20 29 24 McChesney 12 43 43 2 48 48 2 33 39 Melrose 12 25 62 37 62 33 24 Melrose Hts. Peralta 5 47 47 5 52 41 5 41 17 Piedmont 5 59 35 8 56 35 24 7 Prescott 6 27 65 13 86 68 79 Santa Fe 11 50 38 5 38 55 2 36 36 Sequoia 11 52 35 5 23 70 5 35 17 Tompkins 3 15 81 13 86 79 53 So. Elmhurst.... Stonehurst Washington 46 53 8 46 44 o 35 45 RESEARCH AND MEASUREMENT 195 Table No. 10 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade 4B School Rapid Normal Slow Under age At age Over age Under age and rapid Over age and slow Total No. in class Allendale 10 15 75 10 30 60 5 55 20 Bay . 13 31 55 2 35 62 40 45 Bella Vista Beulah Campbell o 35 64 7 28 64 50 14 Claremont 41 27 31 28 42 28 18 20 70 Clawson Cleveland 1 20 27 26 70 53 7 o 40 46 52 53 1 o 45 46 40 15 Cole Dewey 17 35 20 17 61 47 11 33 17 64 70 11 50 35 34 17 Durant . . . 30 17 52 8 41 "50 8 36 46 Elmhurst 39 60 5 45 49 45 51 Emerson 10 36 54 6 43 51 4 38 47 Franklin 29 17 53 15 39 44 10 39 58 Frick 40 20 40 40 60 40 40 5 Fruitvale 40 33 25 25 40 33 22 14 27 Garfield 21 19 58 7 25 67 7 53 56 Grant 38 19 42 4 38 57 4 36 47 Harrison Hawthorne Highland 12 22 12 20 33 75 57 66 5 8 12 32 20 87 62 70 5 62 42 58 8 40 24 Jefferson Lafayette 16 20 40 46 43 32 10 6 40 30 50 62 6 6 33 24 30 62 Lakeview 48 25 25 6 53 39 4 16 43 Laurel 28 35 35 14 28 57 14 35 14 Lazear 8 30 61 5 33 61 2 47 36 Lincoln 29 26 43 22 15 61 12 31 57 Lockwood Longfellow Manzanita 6 28 45 36 34 27 57 36 27 26 9 36 31 54 63 42 36 21 9 48 31 22 33 38 22 McChesney 31 9 59 11 27 61 9 52 44 Melrose 40 60 40 60 40 15 Melrose Hts 12 38 48 10 56 33 7 28 39 Peralta 33 33 33 16 44 38 11 33 18 Piedmont 7 55 37 14 51 33 18 27 Prescott 5 9 85 12 87 o 80 55 Santa Fe Sequoia .. . 13 11 45 33 40 55 5 40 50 54 50 5 27 39 37 18 Tompkins 7 18 24 18 81 o 66 27 Washington 35 26 38 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 Slow Under age At age Over age Under age and rapid Over age and slow Total No. in class Allendale % % 35 % 64 % % 46 % 53 % % 39 2S Bay 6 66 26 46 53 20 30 Bella Vista Beulah Claremont 6 52 40 5 47 47 1 33 74 Clawson 48 51 2 17 77 2 45 35 Cleveland 27 45 27 54 45 22 22 Cole 8 36 55 2 23 74 2 48 47 Dewey . 71 28 9 52 38 9 19 21 Durant . 36 39 23 11 45 42 8 20 68 Elmhurst 19 45 35 12 35 51 8 29 62 Emerson 11 48 39 10 46 43 9 28 88 Franklin 26 40 32 7 43 48 7 28 64 Frick 22 55 22 33 66 22 9 Fruitvale 46 53 3 26 69 46 26 Garfield 53 46 1 30 67 o 44 65 Grant 38 49 11 6 44 49 1 35 59 Harrison 7 7 84 15 84 o 76 13 Hawthorne 4 52 42 o 28 71 o 42 21 Highland 3 54 41 6 32 61 3 41 31 Intermediate 100 100 100 4 Jefferson 9 52 38 4 43 52 4 36 44 Lafayette 1 51 47 1 22 76 o 40 80 Lakeview 46 42 10 21 51 27 19 8 47 Laurel 54 45 o 45 54 o 45 11 Lazear 30 69 30 69 60 23 Lincoln 28 54 18 16 30 54 16 18 50 Lockwood 16 41 41 16 18 65 13 43 Longfellow 7 1 90 7 39 52 5 50 51 Manzanita 64 36 12 48 40 24 25 McChesney 9 43 47 3 49 47 3 37 53 Melrose 10 20 70 50 50 o 50 10 Melrose Hts. 27 51 20 6 41 51 o 31 29 Peralta 71 28 14 57 28 o 28 7 Piedmont 28 28 42 9 52 38 4 28 21 Prescott .. 3 34 64 3 15 81 o 57 59 Santa Fe 63 36 15 84 o 36 19 Sequoia o 50 50 o 50 50 n 00 Tompkins o o 100 o 15 84 o 84 1 Washington 27 34 38 4 53 42 4 01 47 RESEARCH AND MEASUREMENT 197 Table No. 12 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade 5B Under Over Total School Rapid Normal Slow Under At Over age and age and No. in age age age rapid Blow class Allendale 27 22 50 33 66 50 18 Bay 2 33 64 7 35 56 51 39 Claremont 51 8 40 37 26 35 28 24 45 Clawson 16 56 27 8 31 60 4 25 48 Cleveland 72 9 18 27 54 18 27 9 11 Cole 30 17 51 2 35 61 2 41 39 Dewey 24 44 32 12 32 56 12 28 25 Durant 38 40 22 10 50 40 8 16 50 "Elm hurst 27 13 58 3 24 72 55 29 Emerson 7 15 76 2 26 71 57 38 Franklin 43 22 33 7 47 45 7 27 80 Frick 61 38 38 61 38 13 Fruitvale 46 10 43 16 33 50 10 36 30 Garfield 5 32 61 1 28 68 1 49 67 Grant 35 35 29 2 37 59 2 27 37 Harrison 100 100 100 8 Hawthorne 13 26 60 30 69 47 23 Highland 19 26 54 34 65 39 46 Intermediate 33 11 55 100 55 9 Jefferson 27 27 45 20 35 45 17 35 40 Lafayette 30 10 58 3 32 63 1 49 55 Lakeview 50 30 20 30 36 33 30 13 30 Laurel 25 12 62 25 37 37 12 37 8 Lazear 5 94 11 88 82 17 Lincoln 40 7 52 7 34 58 7 34 67 Lockwood 25 20 55 7 30 62 5 45 40 Longfellow 27 16 55 8 27 63 8 47 36 Manzanita 48 19 32 12 48 38 6 25 31 McChesney 12 26 62 11 44 44 4 26 34 Melrose 11 22 66 5 50 44 5 44 18 Melrose Hts 40 10 48 13 24 62 8 45 37 Peralta 14 21 64 7 7 85 7 64 14 Piedmont 36 29 34 15 36 47 9 29 44 Prescott 5 15 78 5 15 78 5 66 33 Santa Fe 37 62 6 43 50 6 43 16 Sequoia 53 15 30 7 61 30 7 15 13 Tompkins 7 92 15 84 84 26 Washington 25 18 56 6 29 63 6 50 44 198 SUPERINTENDENT'S ANNUAL REPORT Table No. 13 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade 6A Under Over Total School Rapid Normal Slow Under At Over age and age and No. in age age age rapid slow class Allendale 35 14 50 7 28 64 7 50 14 Bay 15 21 63 2 32 65 2 73 46 Claremont 8 24 66 4 44 51 2 37 74 Clawson 33 8 58 4 33 62 4 41 24 Cleveland 12 50 37 6 56 37 6 31 16 Cole 16 25 58 4 16 79 2 55 43 Dewey 23 34 42 15 30 53 11 42 26 Durant 25 44 30 2 50 47 2 19 36 Elmhurst 10 32 57 7 39 53 3 49 28 Emerson 22 23 53 15 23 60 7 42 63 Franklin 10 45 47 2 37 59 2 37 37 Frick 12 37 50 50 50 37 8 Fruitvale 42 15 42 12 27 60 9 36 33 Garfield 12 38 48 6 16 77 4 46 49 Grant 21 50 27 10 53 36 7 21 83 Harrison 23 76 23 76 53 13 Hawthorne 18 45 36 3 51 45 3 33 33 Highland 5 11 83 16 83 72 18 Intermediate 100 100 100 5 Jefferson 32 41 25 41 58 25 31 Lafayette 11 33 55 4 27 67 1 45 105 Lakeview 64 27 8 21 54 24 18 4 74 Laurel 12 37 50 12 37 50 12 37 8 Lazear 42 57 28 71 52 21 Lincoln 30 23 45 7 18 73 5 36 68 Lockwood 5 29 64 5 29 64 54 37 Longfellow 26 40 33 14 38 47 14 28 42 Manzanita 9 90 9 33 57 52 21 McChesney 25 28 46 10 35 53 28 28 Melrose 3 13 83 20 80 73 30 Melrose Hts 29 26 44 5 58 35 5 29 34 Piedmont 15 57 26 26 52 21 15 21 19 Prescott 14 30 56 18 82 56 50 Santa Fe 20 25 53 12 18 69 10 53 39 Sequoia 33 44 22 33 66 22 9 Tompkins 11 34 53 3 23 73 3 50 26 Washington 11 42 45 7 38 54 4 40 42 RESEARCH AND MEASUREMENT 199 Table No. 14 Oakland Public Schools Elementary Tabulation of Age and Progress Report, September, 1917 Grade 6B Under Over Total School Rapid Normal Slow Under At Over age and age and No. in age age age rapid slow class Allendale 33 28 38 5 22 72 5 38 18 Bay 28 23 48 5 25 70 5 46 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 48 5 26 67 5 48 37 Dewey 35 10 55 20 45 35 20 35 20 Durant 14 41 44 2 41 55 2 38 34 Elmhurst 34 17 47 16 21 61 15 43 78 Emerson 9 42 47 2 35 61 2 38 42 Franklin 43 17 38 28 23 18 15 23 39 Frick 37 50 12 25 12 62 12 12 8 Fruitvale 17 27 54 9 22 68 40 22 Garfield 22 35 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 58 12 29 58 9 51 41 Lafayette 16 31 51 31 68 46 41 Lakeview 38 28 33 19 35 45 14 28 42 Laurel 54 18 27 18 63 18 18 11 Lazear 16 25 58 4 29 66 4 50 24 Lincoln 35 12 52 2 35 62 2 42 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 McChesney 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, 1917 Grade 7A Under Over Total School Rapid Normal Slow Under At Over age and age and No. in age age age rapid alow class Allendale 59 48 40 59 % 36 22 Bay 6 60 32 11 13 74 4 32 43 Claremont 30 41 27 21 27 50 15 26 65 Clawson 38 33 27 38 61 27 18 Cole 19 35 45 14 30 54 4 38 42 Dewey 42 26 31 21 26 52 21 31 19 Durant 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 7 38 Fruitvale 50 25 25 28 17 53 25 25 28 Garfleld 10 59 29 32 67 24 37 Grant 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 62 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 42 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 51 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 age At age Over Under age and rapid Orer age and low Total No. in cla.s Allendale % 27 % 27 % 44 % 5 % 33 % 61 % 5 % 33 18 Bay 15 23 60 26 73 55 38 Claremont 65 34 43 56 34 32 Clawson 6 13 80 6 13 80 6 80 15 Cole Dewey Durant Elmhurst Emerson Fruitvale Garfield . .. 21 23 5 39 21 40 11 21 23 22 12 37 16 8 57 53 72 48 40 44 79 15 15 5 12 6 8 2 33 15 27 24 28 24 20 51 69 66 63 65 68 76 15 15 2 12 3 8 2 39 46 58 45 34 16 70 33 13 36 33 32 23 34 Grant 34 14 51 7 26 65 7 41 41 Hawthorne 23 20 56 5 41 53 5 41 39 Highland 26 40 33 6 20 73 6 33 15 Intermediate Jefferson .. 35 43 18 12 45 43 8 15 30 35 61 48 8 12 40 38 124 39 Lakeview Lazear Lincoln 53 30 40 24 20 9 22 50 50 17 20 14 51 30 30 31 50 54 17 20 9 13 20 38 58 10 42 Lockwood Longfellow 64 17 17 28 28 42 25 14 28 Melrose 50 20 30 20 20 60 20 30 10 Melrose Hts Piedmont Prescott 32 39 21 22 26 6 45 34 71 19 3 25 30 28 54 69 68 16 3 35 34 62 31 23 32 University o 32 67 o 28 71 K7 00 Vocational 26 8 65 6 16 76 5 58 73 Washington 42 6 51 17 14 68 14 51 47 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 g At ge Over ge Under age and rapid Orer age and slow Total No. in elan Allendale Bay Claremont Clawson Cole . . % 27 17 32 47 % 44 50 41 18 31 % 27 32 25 81 20 % 2 9 7 % 27 35 32 26 % 72 61 58 100 65 % 6 7 % 22 32 19 81 16 18 34 31 11 67 Dewey 20 50 28 7 39 53 3 25 28 Durant . 29 50 20 g 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 o 31 68 o 37 16 Garfield 7 5 87 10 24 64 63 57 Grant 29 41 29 11 23 64 9 27 51 Hawthorne Highland Intermediate Jefferson Lakeview . .. 11 62 30 43 63 58 29 42 29 31 30 8 27 27 4 2 12 6 24 9 41 20 35 24 51 55 66 57 51 39 2 12 6 21 9 22 8 27 27 4 36 24 107 37 41 Lincoln 61 31 6 g 31 59 g 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 o 14 27 Piedmont 8 26 65 g 34 56 4 43 23 Prescott 27 18 54 18 o 81 18 54 11 University 23 51 25 7 21 71 5 19 38 Vocational 13 51 34 1 27 70 o 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 School Rapid Normal Slow Under age At age Over age Under ge and rapid Over age and low Total No. in elan Allendale Bay 50 50 38 29 11 20 22 16 27 29 50 54 16 16 5 20 18 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 Dewey 22 50 27 18 81 o 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 o 45 54 o 29 31 Garfield 56 44 4 56 40 4 16 25 Grant 66 25 8 6 37 56 4 3 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 Jefferson 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 Piedmont 75 24 20 44 34 13 o 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 SUPERINTENDENT'S ANNUAL REPORT ON 10 0\ I ^ W K rf S3 ES G s tt ft ! i IS 1 in I ! i 15* I i 1 IB I CN rH tO CO i rH co r-j CO ^T co (N .. w ^ J^ g S W C3 iJ g -G X M _ o3 SJ3 11 ~* ^ II s & S ft S S"-* 4-> ^ rt O ri^H-Sl^ O O ^ O X g CO CO ^ *fi C ITn *S O >-J2 Sbt^H O ^ | 3.g %>* S fe. S ^r^rS ^ O ,H (N Ji 1^7^^ I'^l^ aiWfli I s *1 .s 1 i o u-S I 1 I RESEARCH AND MEASUREMENT 205 O cxi d o I 00 s s rH rH 1 CO CO LO S 8 N S g rH ^qqqqqqq N CO CO rji Tf CO rH rHC ]3 j-< "~ fv. ^H QD fc^ s ft S o 1-3 s s 3HJI Ji*j! W*** -33 s 83 1-s ;? p ^ I tn a ** i 5 !; _ 2 g ^^ -5 rS g &,os g +* o " lil*'i ^H r2 "^ 3 S? rs o3 72 Q o >S o 5^ o lijlfl 8 ,i 206 SUPERINTENDENT'S ANNUAL REPORT Table No. 21 Oakland Public Schools Elementary. Grade % *Over age and low "Failed at end of term % ***During term Accelerated progress 1A 17 16.4 0.7 IB 27 13.1 2.0 2A 24 8. 4.6 2B 31 8. 10.2 3A 29 8. 4.5 3B 37 7. 2.7 4A 36 5. 3.7 4B 38 4. 1.7 5A 35 6. 2.0 5B 40 5. 1.5 6A 39 6. 1.3 6B 39 5. 3.0 7A 32 7. 1.8 7B 42 6. 1.9 8A 26 5. 3.5 8B 30 3. 5.2 * The percentage of over-age and slow was taken on September 15, 1917. ** The percentage of failure was taken at the end of the term in January. Those who left the Oakland schools during the term (an average of 8.02% of each grade) 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 this year. *** The percentage of acceleration was figured from the number of pupils 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 and a few of the questions suggested: 1. 30% of the children in the first grade are retarded in progress. Why is this percentage so high? Is the course of study not adapted to the needs of the children? Is the administrative machinery wrong? Why should one child out of three in the first grade be retaught 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 grades was 8, 7 and 5% respectively. Why is the percent of failure greater than the increased percent of retardation? Two things are probable (1) 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 71- 76 77- 81 82-86 87- 91 92-98 99-106 107-144 Median Score 81 Score 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 Q 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 " 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 SUPERINTENDENT'S ANNUAL REPORT OTIS TEST 9A Grade 690 pupils May 28, 1918 SCORE Lowest or 1st 10% 20- 60 2nd ft 61- 69 3rd u 70- 77 4th 61 78- 82 5th 61 83- 87 6th 61 88- 93 7th 66 94- 99 8th " 1 00-] 106 9th |i 107-115 Highest or 10th It 116-149 Median Score 88 Score as&dsaaflo jmimmzow Score by Group Test This figure shows the distribution of scores made in the Otis Group Test by 690 Low 9th grade pupils in May, 1918. (Each square D in the above diagram represents four pupils.) RESULT OF GROUP 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 work in the high school this fall. On the other hand, all those who made low scores in the test and who also have poor scholarship records are cited for special guidance and counsel in the school work which 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 The figure on page 210 shows the distribution of the scores for 690 low 9th grade pupils. The median score for the ninth grade is 88. The following table represents the range of scores for each 10% group. 690 9A CASES OTIS TEST, May 28, 1918. Score. Highest or 10th 10% 116-149 9th " 107-115 8th " 100-106 7th " 94-99 6th " 88-93 5th " 83-87 4th " 78-82 3rd " 70-77 2nd " 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 Those above this point (21%) have mental age above the average j found in the low 1st grade. Median Mental Age 5-10 (Each square Q in the above diagram represents one pupil.) (For discussion ace page 213) 213 BINET TESTING Since January 1, 1918, 3003 pupils have been given the individual mental test. The Binet test, Stanford revision, has been used. Practically all this testing above the primary grades has been done by Mr. Knollin, Mrs. Hicks and Mr. Dickson. Nearly all of the tests of the first and second grades have been made by thirteen teachers who have been espe- cially trained for the testing of pupils below the nine-year mental level. These tests involved 56 kindergarten children; 1015 first grade children, and the rest are scattered from second grade to high school inclusive. The tests made by Mr. Knollin and Mrs. Hicks were mainly on children in the Detention Home. Those made by Mr. Dickson were of cases involv- ing some special difficulty in the classroom, either as to progress or disci- pline, or of pupils desiring to leave school to go to work. A very large percentage of the children who were tested because they had trouble in school or because they had been sent to the Detention Home were found to be mentally retarded. Many of them are in the border-zone class and some are feeble-minded. THE KINDERGARTEN TESTS. The graph on page 212 shows the tabulation of the mental ages of 55 kindergarten children. These tests involve all children found in the kindergartens where the tests were made, hence the cases are unselected. The data were compiled about the middle of the term. The mental ages range from 3 yr. 6 mo. to 7 yr. 10 mo. The median mental age is 5 yr. 10 mo. The ages of the children range from 4 yr. 8 mo. to 8 yr. 2 mo. The median age is 6 yr. mo. The most significant fact here is that the children in this group represent mental ages in five different year-groups. Imagine the difficulty of the teacher when she tries to put the same problems before a group of children some of whom are mentally 3 years old, others 4, others 5, others 6, and still others 7. A teacher cannot be expected to do satisfactory work with a large class of children who have such a wide range in mental ability. 21% of these kindergarten children have a mental age of 6 years and 6 months or over. This is above the median mental age of the low first grade children. In other words it would appear that 21% of these kindergarten children could be doing low first grade work better than the average child now in the low first grade. On the other extreme, 20% of these children have a mental age below 5 years. Our kindergarten work is not planned to fit such children. If these children all remain in the kindergarten, they should be grouped according to ability. Mental testing should be used to assist in this grouping. 214 SUPERINTENDENT'S ANNUAL REPORT BINET TEST MENTAL AGE, LOW FIRST GRADE OAKLAND 397 cases MENTAL AGE MEDIAN MENTAL AGE 6-4 Below 6-0 M. A. 28.2% Pupils to the right of this point have mental ages above the average found in the next grade higher (IB). MENTAL AGE IN YEARS AND MONTHS. About 90 % of pupils below 6 6 years 4 months equals City median for years will fail this term's work. 1A grade. (Each square Q in the above diagram represents one pupil.) 215 FIRST GRADE TESTS The graph on page 214 reveals the mental age distribution of 397 unselected low first grade children tested about the middle of the term. The median mental age is 6 yr. 4 mo. This is about the age that we would expect to find doing satisfactory low first grade work. 113 children, or 28.2% of the group, tested below 6 years mental age. Since our first grade work is planned for the 6-year-old, these children "theoretically" do not belong in the first grade. "Practically" about 90% (our figures are not quite complete) of this group failed to pass to the next grade at the end of the term. Although 30% of the children in the first grade in September had failed, an average of 15% failed (again? ) at the end of the term. The mental test reveals that we should expect about 20% to fail for one reason alone they have not yet reached the mental age necessary to master the first grade course of study without an unusual amount of personal attention. Each year there are from 400 to 600 children in Oak- land who are struggling with first grade work who stand almost no chance of passing. Is it not an injustice to childhood to require or even to permit these children to try to do work that is impossible for thenv only to fail them at the end of the term and make them do the same work over again? To introduce the little child's school career with a failure is very likely to have an undesirable effect on his attitude toward later school life. These children should do work more slowly and succeed, or they should be given other work which they can do. The mental test is a great assistance in discovering these children when they enter school. 50.4% of these low first grade children had mental ages between 6 and 7 years. Theoretically, this is the group that is properly graded for the work that is supposed to be done in the low first grade. From this it would appear that only one-half of our low first grade children are work- ing where their mental capacities really fit them to work. 21.4% of this group tested with a mental age of 7 years or above. This is above the median mental age found in the high first grade (6 yr. 8 mo.) . After just a little coaching most of these pupils would easily do the high first grade with the regular class. However, data gathered during the year show that not more than 2% of low first grade children receive recog- nition by special advancement or promotion. Practically every child, regardless of his capacity, it appears, must "serve his time" in the low first grade. It is unfortunate that the most capable minds are thus taught with the "engine idle" much of the time. ' 'We cannot measure the serious results to later life-power caused by those habits of idleness, ease, and carelessness that tend to be formed by the child who seldom is required to exercise his maximum power in the solution of problems in early school life. Mental tests will help us to discover the gifted child. The statistics on acceleration show clearly that the schools have neglected this problem. Mental tests in other grades have shown con- 216 SUPERINTENDENT'S ANNUAL REPORT ditions somewhat similar to those found in the first grade. By a scientific application of mental tests and standard tests of classroom work to the gradation and promotion of pupils, Oakland's percentages of retardation and over-ageness should he somewhat reduced and the percentage of accel- eration should be greatly increased. Incidentally, the quality of citizen- ship for the future should be made better. THE COST OF FAILURE At the end of the first term this year, 1919 pupils failed to pass on with their class. The estimated per-pupil cost of education in our elementary grades is $51.66 per year. For one-half year the cost would be $25.83. The cost of teaching these 1919 pupils for the half year, therefore, has been approximately $49,567.77. Why did these pupils fail? Every child who fails should be examined mentally. Social history and environmental condition that are the most probable causes of failure should be recorded. This will lay emphasis upon the study of the individual. A proper diagnosis of the cases will prevent some of these children from failing. Putting aside for the moment the benefits that may accrue to some of the children, and considering the problem from a money standpoint alone, it will probably cost less to provide such attention for each of these children than it will to neglect it. SEVEN RECEIVING CLASSES COMPARED The graphs on page 218 represent the mental ages of all the low first grade pupils found in seven of the schools of Oakland. Those pupils represented by the red section have mental ages between six and seven years, those to the right are above seven years, those to the left are below 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 mo. The median I. Q. (intelligence quotient) in B is 110, in C 86. Let us 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 testing 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 die 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 higher. // 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 stronger 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 MONTHS A Elmhurst School 23 pupils. Median mental age, 6 yr., 4 mo. Median I. Q. 99. Thu is a room with average ability. No. with I. Q. below 90 4 " " " 90 to 109 15 " " " 110 or above 4 B Lakeview School 28 pupils. Median mental age 7 yr., mo. Median I. Q. 110 Here the ability is far above the average. Below 90 2 90 to 10912 110 up 14 C Lazear School 35 pupils. Median mental age, 5 yr., 8 mo. Median I. Q. 86. Here ability is very low normal progress impossible. Below 9018 90 to 10911 110 up 5 MENTAL AGE IN YEARS AND MONTHS D Lincoln School 47 pupils. Below 9010 Median mental age, 6 yr., 6 mo. 90 to 10933 Median I. Q. 97. 110 up 3 Here ability is average 10 pupils are below and 12 are above the standard set for the grade. RESEARCH AND MEASUREMENT 219 BINET TEST MENTAL AGE IN YEARS AND MONTHS 4 ? 4 6 fl 10 5 2 1 4-1 6 allQ PJgUlfi fillQ 7 214 filfillQ 8 214 filfl 10 9l9 4. E Lockwood School 29 pupils. Below 904 Median mental age, 6 yr., 4 mo. 90 to 110 -20 Median I. Q. 101. 110 up 5 (For discussion see page 216) Here ability is average 8 pupils should be studied with a view to acceleration. F Longfellow School 53 pupils. Below 90 9 Median mental age, 6 yr., 6 mo. 90 to 109 36 Median I. Q. 97. 110 up 8 Here is good ability 14 pupils should be studied with view to acceleration. MENTAL AGE IN YEARS AND MONTHS G Prescott School 110 pupils. Median mental age, 6 yr., 2 mo. Median I. Q. 88. Below 9067 90 to 10948 110 up 6 Here segregation is badly needed 35% test below 6 yrs. The median I, Q., 88, shows that most of these children are old, but slow mentally. 64 pupils are more than 7 years old, 24 are more than 8 years old, 1 is 12 yrs. 9 mos. Statistical study shows that a very small per cent of the pupils who enter this school finish the 8th grade. This receiving class numbers 110, the 8th grade graduating class numbers 13. There are more than 1,000 pupils in the eight grades. The graphs shown above, A, B, C, D, E, F, G, represent the mental ages of all the children in the low first grade classes of these respective schools. Other graphs could be shown, bnt these were chosen because they appear to represent the different types of schools of the city. (For discussion see page 216) 220 SUPERINTENDENT'S ANNUAL REPORT LOW FIRST GRADE Cases below 6-0 Mental Age OAKLAND For this group the Median Mental Age 5-6 " Chron. Age 6-8 " I. Q 82 Of 102 cases below 6-0 mental age, only 10 are reported doing satisfactory work. Seven of these ten have I. Q.'s above 91 and mental ages above 5-8, which makes them practically normal. 90% of the children who test below 6-0 mental age will fail to pass the regular first- grade work. I predict that very few, if any, of these children will finish the 6th grade of the course of study as now organized. Future research should demonstrate the truth or error of this prediction. (Each square D in the above diagram represents one pupil.) 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 only 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 practically 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 many, 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 below 6 years mentally are not ready to attempt the regular first grade work with 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 qhild 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 die 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. MENTAL AGE IN YEARS AND MONTHS Of this 14.6%, very few, if any, can do first grade work. Most of this 20.1% could do work as well as the average in the next grade higher. 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 group. It shows 14.6% of these children who 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 1. The Reference Library is growing in number of volumes both from our own funds and through the kindness of the County Superintendent of Schools who lends us books from his library. The library is being used extensively. The plan for circulating books to the schools should be extended next year. 2. Bibliographies on many school topics are available in the Department of Research. These bibliographies should be extended in co-operation with teachers and with the committee on professional study. 3. The standard tests in Arithmetic and Handwriting show great differ- ences in the accomplishments of children in the same room. The room medians for the same grade in different schools also show a wide range of variation. More extensive use of standard tests should be encouraged. SUMMARY AND RECOMMENDATION 225 4. 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. 5. 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 were 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 1% 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 who are over-age and slow, will be found to have inherent mental tendencies that make the ordinary course of study either 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. 6. 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 vocational guidance in the schools of to-day. Vocational guidance bureaus are being established in many cities. I wish to commend the movement for what it has done. At the same time I challenge much of the work that is being done when viewed from a scientific standpoint. With careful analysis, some of it appears to me more worthy of the name "Vocational Guess- work" than "Vocational Guidance". To understand why I make this charge, let us examine some of the methods pursued by some vocational guidance counselors. Probably the most common field for vocational guidance is in the high school. The practice followed in high schools is often that of requiring each pupil to fill out a certain blank on which he is asked to give information concern- ing himself and family. Some of the questions involve purely historical data; some, volition or wish; others, judgment based upon the introspec- tion of the individual answering. For example, here are a few of the questions from a blank in use in one of our city schools: 1. Can you see any indication of inherited tendencies in your own life? 2. Has your environment caused any trade or 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 study? 6. Has your school experience made you conscious of any special ability? 7. If your physical condition is poor, name some vocations you could safely enter. 8. What vocation requiring nervous or physical strain could you 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 a blank are so various that I need only point out the fact that advice and counsel based upon such data would be dangerous, because the data is unreliable. If the same blank were filled out by the child again two months later many 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 this This paper was presented by Virgil E. Dickson before the meeting of the grade and high school principals and the supervisors of the Schools of Oakland in January, 1918. The topic before the meeting was "Vocational Guidance." It is 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 reasoning. 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, politeness, etc., may be successful as motormen, conductors, soldiers, cashiers, etc. 4. Keen intelligence with good powers of judgment and reasoning are usually required in business and professional occupations. 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 discovered early by means of psychological tests. Their direction into forms 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 vocations can also be discovered early in youth by means of psychological tests. However, general intelligence level is not an infallible guide. Many an individual whose general ability is low, succeeds in life because of some special ability; many another whose general ability is high, fails because of some special disability. It is unfortunate that our schools are regulated in such a manner that disabilities are easily discovered and individuals held back because of them, while special abilities are seldom given the 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 he could not spell, and could not write good compositions. Tests revealed spelling as a dis- ability of this boy, although he had a mechanical ability which brought for him immediately after graduation double the salary which any of his teachers earned. What place have psychological tests in vocational guidance? When given in the primary grades psychological tests will reveal those children, about 5% of all, who stand little chance of ever being able to pass 5th grade work successfully. They will reveal another group about, 20 to 25% of all, who, because of mental slowness, 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. They can do work but, unfortunately, they usually make work for others to do. From these classes come the largest percentage of our crime and pauperism. 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 struggling with fractions. He can do work with his hands with concrete material 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 stays 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 Oakland 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. Teachers, 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, personal traits, and behavior in the large sense of that term would not be as productive of educational results as is some of the time spent in making present marks of 1'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 blanks that are 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 only 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 give 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 a a > rH ^ rH c^ O ON o LO H rH r- rH rH 00 (N s LC ON rt rH r- t- 1 1- 03^ ss H I 5 00 G ) ON ; CO o . rH . rH g^J D H ^ 1 J ! < < rH i CO rH i $s H s> rH fe* | : 1 V| O oQ I S' : : : r-H csj H^ 2 g. _ -j & r"< 8 I *9 * 1 I i j i i CO CO S 31 j & i * Ss * co SS * o> H c5 fl 1 en s r vo SS j S3 ^ . 09 B Ji '|f? 1 1 b 2 a I 1 z i 8" jlf* | I S rH * VO rH 1 i 00 VO H f Persona t * I ^ rH " rH in CO rH rH rH to * vo ss 5 c 3 1| 1 | 1 S I * : ss 1 g rH rH icn*Ej 1 b i ^ rH VO vO rH 8S rH rH o rH S ON co JT? *| w W Si i "^ ON 10 r- rH rH ID ! i i : 4*0 ! i i j 1 !) v 1 j r | | H -,, 3 S ! ! : : S j H i ii 3 2-g J 1 : j i I : i I j 1 ) ii il 3 ai i ?i i ml S | 3 : i : ) m Numbered to rr, in Pi^ol Salaries Ar o 2 2 I C/3 a 1 o 1 1 rH "3 1 rs, Engineers, : 1 e 1 1 o Positions al Positions, M n 1 I i 1 g 1 U O I 1 I 1 Q H * rH rH rH 00 rH a o gf ^ ^ RESEARCH AND MEASUREMENT 233 CM rH rH si rH rH * H CM CO rH >-> co CM 3 S3 t- SO CO rH -S5 ! S3 | j rH ! i i \ CO CM ss * Irt -s~ X rH rH CO rH CM CO N - ^ ^ SO CM CO . ? i i rH | i i j j | rH rH rH | rH CM CM rH i | CO 1-1 j i irt CM S SS i i 1 S 5 52 i 5 38 ! j I co rH s S3 j CO rH CO if) i i I ! s CM SO rH 1 j CO CO l> i I I 1 1 j ! 10 ** 1 S 1 t * * i i : i i CO i Irt | CO 1 *s a P *? CO i I : i j i i i fl & CM CM ^ i j i : : : 1 ! j 1 Js r-^ S ~ rH rH i rH CM i j i * co J'*Q i 1 H- > of two positions) : d Research. for part time only ng persons were School Vice-Prin. j 1 1 1 1 1 o School Teacher ., also Supervisor e. School Teacher Librarian Pianist i 1 Counted Twice.. r >. w ~z "1 ll J*j"3 s School, Secretary, i en 1 *8 o 1 ployed part time in each a. Supervisors b. Teachers c. Director of Reference an Total No. Employed by Board * (Number in June, 1917 i S CO b. Attendance Officer, also H CO W ^ SJ CO bD W P W i t 1 1 P a r . 1 MH > i I o o 1 6E -3 1 j w i 1 1 8 13 ^c w Total Number of Persons * (Number in June, 1911 ll il II ^ rt b. Principal of University J j 1 & .2 V * 234 SUPERINTENDENT'S ANNUAL REPORT Table No. 23 OAKLAND'S GROWTH AND ITS SCHOOLS BY DECADES Fiscal Year Ending July Population by U. S. Census City Assessed Valuation Total School Enrollment All Schools Average Daily Attendance All Schools Total Class Teachers 1853 1001 No record No record 16 1. 1860 1549 No record 130 58 2 1870 10500 No record 1410 735 19 1880 34555 $ 28,348,778 6125 4983 127 1890 48682 35,843,979 9565 6372 155 1900 66960 43,275,381 11976 8512 230 1910 2 150174 107,793,550 17621 12919 353 1917 206402 144,271,100 40946 25797 847.3 1918 246519 i 148,571,000 48214 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 Secondary Schools Day Evening Total Enroll- ment all Schools Days of School 1910-11 209 18297 977 2480 None 21963 191 1911-12 203 20274 1260 2690 M 24427 191 1912-13 458 21247 1185 3140 M 26030 193% 1913-14 871 22912 1884 3354 U 29021 184 1914-15 1915-16 1934 2446 24351 24811 2367 1390 4045 4727 ft 1299 32697 34673 186i/ 2 188 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% 20.3% * 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 Day Evening Secondary Schools Day Evening Average Daily Attendance All Schools 1910-11 83 14834 122 2170 None 17209 1911-12 92 15621 130 2363 18206 1912-13 203 16425 124 2299 < 19051 1913-14 360 17874 185 2597 (i 21016 1914-15 718 18998 205 3089 4( 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 Year Kindergartens Elementary Schools Day Evening Secondary Schools Day Evening Total No. of Class Teachers All Schools 1910-11 3 384 15 87 None 489 1911-12 3 397 15 93 M 508 1912-13 7 430 15 100 M 552 1913-14 12 478 19 117 626 1914-15 20 519 21 146 706 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% f Owing 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 TEACHER (Based on Average Daily Attendance) Year Kindergartens Elementary Schools Day Evening Secondary Schools Day Evening Average for All Schools 1910-11 27.6 38.6 16.3 24.9 None 35.4* 1911-12 30.6 39.3 17.4 25.4 cc 36.1 1912-13 29.0 38.1 16.5 23.0 < 34.7 1913-14 30.0 37.4 19.4 22.2 M 33.8 1914-15 35.2 36.6 19.2 21.1 32.8 1915-16 37.8 35.6 19.8 20.8 25.3 32.1 1916-17 37.9 34.8 19.0 20.6 25.0 31.1 1917-18 36.0 34.1 18.4 20.1 21.4 29.2 * The average (last column) where Kindergartens, Elementary Schools and High Schools are thrown together has very little, if any, significance. Recent years show a slight tendency to decrease the number of pupils per class teacher. Table No. 28 ASSESSED VALUATION SUBJECT TO LOCAL TAXATION Year Valuation Shown by City Assessor Valuation Shown by County Assessor Estimated Population True Wealth Per Capita (City Val.) 1910-11 $127,545,050 $117,344,224 159,601 $1,598.32 1911-12 116.881,725 109,124,037 167,401 1,396.42 1912-13 129,467,400 127,156,828 175,201 1,477.92 1913-14 137,727,750 133,823,778 183,002 1,505.20 1914-15 141,691,600 135,592,527 190,802 1,485.22 1915-16 142,914,775 138,754,220 198,602 1,439.20 1916-17 144,839,340 138,393,205 206,402 1,403.46 1917-18 148,571,000 140,154,990 246,519 1,205.35 Increase Over 1916-17 2.6% 1.3% 19.4% RESEARCH AND MEASUREMENT 237 00 r- CO I & " o S ^ w 1*1 H co 8 i o 5 d g=i "3 ** 5 I g 'S d ^R co 1 co cog S o | I C^ CO o ^H s (X d si - 1-1 i & t*^ I s ** PH ^ S CO t>; rH in ^ 3 T! rH 0\ t>- 00 | CO 0\ CM 2 & * 53 S- pH 1 * t^CO ON ON c**" (M 00 CM in rH 1 6 Z g| | g o r-T r-T >" & L m q in 1 II 3 s i 2 - l> O CO O CO r- I rH (N ONONONVOt^-C^ONi 1 l> r- I to O^(NTf oT cOOO(NCSI ovoo O rH O rH LO rH ON ON c ~ j rH \O ON rH CO LO ON CO rH CO CO tO CO CO rH cogj^^o^o CO IO co^vq^ vO ON" to" CO t> to CS! COVOir5VOO\t>cOCO TT CO C^ CO CO O t** O II-. t> CO ON CO ^-1=0-1 O ON ON ON ON ON ON ON ON 5 ON ON i-H csj *l (N CO i (N 1 CD cd S] l > H 3 ^ w RESEARCH AND MEASUREMENT rH r- 1/3 CO t- L t^ O\ rH 00 rH V 00 VO CO rf in Tf of C>- C O VO t> VQ rH CO r? ^ ON oq ON v ON CO Tf" 00 ary ondary. Kindergartens Day Elementary Evening Elementary Day Second Evening Sec 1 u 3 I II bo s a j r* ^ VO *8 rH O I bo 1 O O 1 .r-i i RESEARCH AND MEASUREMENT 241 CT5 W o g rH O CO _ co H II- H O VO O ON vo co rj* oC co" cq" rH CO |3 | i J ! .S i> > > s .s 5 5 c/3 M en c/3 Hfff l-H \O "^ VO* LO r- # r g r>; O CM CO vd ISSSol ^ co"i{5 o LO O ^. t- O > l> ON CO <( CO CM CO VO "^ CM" LO" LO" oC LO" CO O C~~ i I ON^LO^ ON CO^ CM" LO" LO" r-T CO CO VO VO ; LO VO CO CO ON CO ON CO O^ LO^ LO^ ~ r^~ ON" r-T O LO ^ - 0888 O VO ^? r-H ON CM ON O co" -^" cT LO" 8888 O CO CO ON VO t"- CO r I CO^ CM^ O^ C^ co" (-' oC co" rt > Q W Q W c> LO e^ co vq O; C) LO O ON T# vd ON rH ON cO ON ON r-H^ CO^ t^ VO^ -^ O vo" vo" CM" co" CM" oC C~- VO LO rH rH i I i - O FI vO ^O CO ?" t-^ ci r-T ^ r-^ co" vo" CM" LO" LO" cT VO CO CO rH rH rH vq vq cq co CM LO ON cO ON ON ON ^ CO ^ t^- ON oo r-. o co * co" LO" CM" CM" LO CM t>- rH rH LO !> ^J< rH LO 0\ CD CM CM CO ON CO * CM* T? rH LO CM ^ rH |||88 CO CM CM ^ 2? 88888 rH CM LO VO VO CO" -^ ON" l>^ CO" ^r CM co : o o ad 11 S o rt ,r ft o * LO Tf< VO O 1 1 rH CM LO CM CM CO CO CO o S o 13 5 C < BJj 8 S 11 242 SUPERINTENDENT'S ANNUAL REPORT G of CD 88 LO s. LO" CO VO 32 vO CO $1,577,000.00 2,703,900.00 strict Bonds School Bonds CO LO cc LO VO CO (N O LO CO en W en J IS * J| CD P d 73 CQ 11 S QQ CQ s_ I i ir PH CO O 88 rH LO s o s ^oo -a o\ t c 'C o "^ 5 g> 3 " .S * rt r- to 2 8 g g ^ P T3 O O CO ^