^=1 ,5>^EUNIVERy//) ^lOSANCflfx^ o ' ^ y <:/0JIIV3J0=v^ CAIIFO/?^ ^OFCAIIFO^^ "•Jiiij.s\:iQv^^ ^^^•%. 3 J>o l| .^^ ^ "^^Aavaaniv^^ ^WEUNIVERS'/A ^ <1^33NVSO# ^^WEUNIVERJ//. LIliKARYi?/, ^>^\lUBRARYa^ ^ f the same (chronological t age and of the same degree and kind of education differ in almost every conceival)le w-ay! They diffvr in the limits which nature has set to their learning, 6 I'SNCIini.oCICAl, AND FvDUCATIOXAL TESTS in tlic ways in whicli tlicy tan learn, in what they can learn, and in the ratos of tluir learning. No eflFective organization of instruction can ignore the fundamental fact that children difTer widely in their capacities and needs. Every one recognizes the fact that individuals differ in mental traits even more than in physical traits. The extent and character of such differences, however, and the importance of those differences for education, are rarely appreciated by the average citizen and are seldom properly recognized even by the teacher or school officer. Research within the past few decades has shown clearly that the greatest problems of education at the present time center around the fundamental differences among pupils in almost all those traits which most seriously condition their education. In the public school the limitations of resources and a reasonable regard for economy in the expenditure of public funds have caused the grouping of pupils for purposes of instruction in classes the size of which in cities commonly runs as high as thirty or more pupils. Usually pupils are grouped in classes almost entirely on the basis of their accomplishment of the work of the preceding grade and without regard to the widely differing capacities of the children. As a result in most schools one may find pupils ranging all the way from feeble-mindedness to genius grouped in the same class and receiving the same kind and amount of instruction. It is the rule rather than the exception to find in the same class and provided with exactly the same instruction pupils of widely varying capacities. This practice of grouping together for purposes of instruction pupils of low mentality, of average mentality, and of superior mentality presents a situation in w-hich effective education is impossible. In such a class the teacher is compelled to do one of three unjustifiable things. He may adapt instruction to the average pupil, overburden or neglect the slower pupil, and underburden or neglect the brighter pupil; he may adapt instruction to the slower pupil in the attempt to bring all pupils up to a minimum level, with the result that both the average pupil and the brighter pupil work far below^ their capaci- ties and develop habits of intellectual laziness; he may take pride in and adapt instruction to the brighter pupil, overburdening and neg- lecting the slower pupil and the average pupil. Usually he adopts the first of these possible practices, so that the slower pupils fail, become discouraged, and are retarded or eliminated, while the brighter pupils develop pernicious habits of working far below their capacities and are held back in their education. Educationally the practice cannot be justified. It is to be tolerated at all only where conditions beyond the control of school authorities render any other course impossible, i. e., in very small schools. Present practice has much to answer for in the discouragement and elimination of slower pupils and in the delayed and limited education of brighter pupils. IN THE PUBLIC SCHOOLS OF WINCHESTER 7 In part the practice of grouping pupils primarily according to achievement in earlier grades has been based on the hypothesis that, while pupils may differ noticeably when they enter the school, like forms of instruction given to all pupils in a given grade would tend to result in an increasing homogeniety, making possible instruction in common, and that relatively equal stages of pedagogical achievement afforded a proper and adequate measure of capacities. Recent psycho- logical research, however, has established two important facts: first, that from birth nature sets for each individual certain limits up to which but not beyond which he may go, while experience and educa- tion can only determine how far the individual will go within those limits set by nature; secondly, that where individuals differ at the outset, original differences are not reduced by the same kind and amount of training, but rather tend to increase. This means that from the beginning nature has determined what each pupil can learn, how much of it he can learn, how he can learn it, and at what rate his learning may proceed, just as surely as nature has determined how tall an individual can grow, how far he can see, what he can hear, and how fast he can run. By no form of educational machinery can the pupil of low mentality be brought to learn the same things, to the same degree, in the same way, and at the same rate as the pupil on whom nature has conferred superior mentality. To ignore that fact is to commit an educational crime, primarily against the individual child. Few sights are more pitiable in the school than that of the pupil to whom nature has denied the necessary capacity compelled to attempt school tasks entirely beyond his powers. On the other hand, parents and others are rightly incensed when they see pupils of superior mentalitj- compelled to mark time and develop habits and standards of inferior accomplishment. Reyond question one of the most important reforms needed in our system of educa- tion is that of improving the present methods of class grouping and, as far as may be possible, of adapting instruction to pupils of different capacities. This form of grade classification is common in all parts of the country. It was carefully studied in the Virginia Survey. .V part of the report of that Survey is as follows: That educaticTnal work in Virginia suffers from such incongruous grouping of children is easy of demonstration. Particular attention will be given to this subject in the special report on tests and measure- ments, but certain illustrative cases may be given here. The Survey has available for a study of this situation not only the results of the group examinations, but also individual examinations on about 2,000 children. These individual examinations were made with the Stan- ford-Binct tests and the results are stated in terms of the mental age of the individual children, a mental age of six meaning a mentality equal to that of the average six year old child. To illustrate a common situation, we may take the Glen .Mien School in Henrico County. The third grade of this school is com- 8 I'SNIIIOI.OCICAI. AM) KDrCATIONAI. TKS'IS posed of (wciity-cinlil cliildrcn all oi whom were examined witli the Stanford-Iiinet tests. The median chronological age of the group is 10.2 years. The median mental age is 'J.'j. It is therefore an ap- proximately normal mental group. There is, however, one child in the group who has a mental age of 8.1 years, and another whose mental age is l-'.4. the other children being of different mental ages between these two extremes. Tlicre is a mental difference between the two children mentioned c(4uivalent to the mental growth which a normal child makes in four years. It docs not require much insight to know that these two children require different teaching methods. C)ne of them is the equivalent of an average second grade child, and the other is equal to an average child in the sixth grade. The condition of this Glen Allen class is not peculiar. In grade 4B of the Ginter Park School (Richmond) there is one child with a mentality of 14 years and 3 months, and another whose mentality is that of a child nine years and seven months old. In the Highland Springs fifth grade of forty-six pupils, nine read equal to the Thorn- dike Standard for the third grade, and five others read equal to the standard for the sixth grade. .Somewhat similar conditions can be found in practically any school The r>A class of twenty pupils in the Midway School at Charlottes- ville has four pupils who score 38 or less, which is about third grade ability, and it has one child who scores 94 or approximately sixth grade quality. Of fifteen pupils in the oB class in one Portsmouth school five pupils score 9.5 or better, about sixth grade standard, and three pupils score below 70 (below the fifth grade standard). Of fifteen .")B pupils in the Commerce Street School of Roanoke four have scores equal to sixth grade score or better, and there are three as low as or lower than the fourth grade median. The distribution is greater in the rural schools than in the cities. Of seven hundred twenty-three pupils in fifty-five schools having four or more rooms, 46 are below the third grade median: 146 are between the third and fourth grade medians; twenty-one are as good as the seventh grade medians; and tw^enty-five others score equal to the sixth grade or beyond. The remaining 450 are between the fourth grade median and the sixth grade median. Yet all of these pupils are ranked as fifth grade pupils and must follow the same course of study and are expected to complete it in two additional years. Forty-six of them under good conditions could complete it in one year. For forty-six others it will require four years. Situations of this sort can be shown for any grade and in almost any class examined. Radical and definite steps should be taken for improvement. First of all there should be an improvement in the methods of determining the classification. It is not enough that a child has reached a cer- tain age, that he has been in school a certain number of years, that he has followed a particular course of study and passed the examina- tions set by his teachers. All of these matters are important but the knowledge which a teacher gets about a child from these sources should be supplemented by the pupils' scores in standard achievement tests, particularly in reading, and by his scores in mental tests where these can be effectively given. If teachers and principals will learn to use these standard mental and achievement tests they will be better able to group pupils according to capacity than they are now doing. 1 Virginia Public Schools — Education Commission Survey and Re- port pp. 126 — 12S. IN THE PUBLIC SCHOOLS OF WIXCHESTKK 9 The Virginia Survey showed clearly that in V'irgina, as in most parts of the country, the classification of pupils by grades and in- structional classes is very defective; that poor grouping of pupils renders effective instruction impossible; that the organization of instruction is such that the slower pupils and the brighter pupils constantly suffer, the former because they are compelled to attempt work far beyond their capacities, the latter because they are con- stantly held back in their education; and that necessary provision for individual differences among pupils is lacking. What is the situation in Winchester? Are these defects also found in the schools of that city? To the educational expert the most casual observation would indicate that all of those defects are to be found in the Winchester Schools. The situation is analyzed in detail in Tables 7 to 31 of Appendix, and considered carefully in Chapter^ III. It is not out of place here, however, to anticipate somewhat' the facts there considered and to point out that in Winchester, as in most cities of the country, there is great need of reform in the classi- fication of pupils and the adaptation of instruction to the capacities and needs of certain distinguishable groups of pupils. That need may be seen from the following facts: (1) In the first grade of Winchester Schools at the present time the chronological ages of pupils varj- all the way from five years and eleven months to twelve years and three months, while the mental ages of pupils in that grade vary all the way from five years and two months to eight \cars and eleven months. The lowest pupil has an intelligence quotient of .oO (equal onlj' to that of the average feeble- minded child), while the highest pupil has an intelligence quotient of 1.20 (twenty points above the average child). (2) Differences between the mental ages of pupils of about the same chronological age (about seven years) may be seen from the following cases selected from the first grade of the Winchester Schools: TAP.LE 1 Showing differences in mental age of pupils of approximately the same chronological age (7 years) Pupil numbered Chronological Mental Age Age IH 29 110 106 2:1 93 77 7 7 G 7 (i (') yrs 2 :{ 9 n 11 11 mos. •> yrs f. n c, 10 10 mos. f.l r. 11 - '"■ Pupil number 01 is three months younger than pupil numi)er 114 in chronological age. hut is more than three years older mentally. 10 PSYCIIOI.OCICAI, AM) KUUCATIOXAI, TESTS (3) First-grade pupils of about the same mental age vary widely in clironological age, e. g.: TABLK 3 Pupil Mental Chronological Numbered Age Age 89 7 yrs. 2 mos. 6 yrs. 3 mos. 22 6 " 10 " 7 " " 64 7 " 2 " 7 " 5 " 121 7 " " 8 " 5 " 33 7 " 2 " 10 " 7 " Pupil number 89 is of the same mental age as pupil number 33 but is more than four years younger. (4) In Table 6 are presented figures which show for each -grade of the elementary school the ranges of pupils (a) in chronological age, (b) in mental age, (c) in intelligence quotients. Those figures show- that in no grade is the range in chronological age less than six years, that in no grade is the range in mental age less than three years, and that in no grade is the range of intelligence quotients less than .55. (5) Pupils of mental ages nine years and eight months to nine years and leleven months are found in every grade of the school from the second to the leighth. Such facts as those presented show clearly that the grade classi- fication of pupils in the Winchester 'Public Schools is not well ad- justed to the general capacities of pupils. It is also true that it is not well adapted to the special abilities of pupils in school subjects. This is shown by the facts indicated below. (1) Table 16 shows that some pupils are found in every grade from the third to the eighth who received a score of zero on the Courtis Standard Tests in addition, and that pupils are found in the third grade who do as well as the average of the eighth grade in this test in addition. (2) The same table also shows that pupils are found in every grade from the third to the seventh who received a score of zero on the Courtis Standard Tests in subtraction. It also shows that pupils are found in every grade from the third to the eighth who received a score of four on the same tests. (3) Table 17 shows that pupils are found in every grade from the third to the seventh who received a score of zero in multiplication on the Courtis Standard Tests and that pupils are found In every grade from the fourth to the eighth who received a score of five on the same tests. (4) Table 17 also shows that pupils are found in every grade from the third to the eighth who received a score of zero in division on the Courtis Standard Tests and that pupils are found in every grade from the fifth to the eighth who received a score of six on the same tests. IN THE PUBLIC SCHOOLS OF WINCHESTER 11 (5) Table 14 shows that pupils are found in every grade from the third to the eighth who received a grade of from 51 to 60 on the Monroe Reading Tests. It also shows that the best pupil in the third grade did as well as from half to three fourths of the pupils in the fourth and fifth grades and better than some pupils in the eighth grade. These facts show that relatively ineffective instruction will be provided in the public schools of Winchester as long as the pres- ent situation continues. They show that the attempt is being made to educate pupils of very widely differing capacities in the same instructional classes, in the same way, in the same amount, on the same materials, and at the same rate. This is totally impossible and the attempt can only result in loss to most of the pupils. There is imperative need in Winchester for the establishment of a new method of classifying pupils in grades, classes, and sections; for modification in the methods of instruction according to the varying capacities and needs of the diflferent groups of pupils; for a more flexible system of promotion and grade articulation, and for recogni- tion of pupils' diflferences in other ways. Before these reforms can be achieved it is necessary to ascertain the capacities and needs of each pupil in the school. Hence the pur- pose of this investigation is the determination of the capacities, abilities, and needs of all pupils in the Winchester Schools, and the furnishing of the best possible information, so that (a) there may be established an improved method of classifying pupils in grades, classes, and sections; (b) teachers and school officers may have available the data necessary for the adaptation of instruction to the capacities and needs of pupils in various grades and classes; (c) ma- terial may be available for the intelligent guidance of pupils in their school work; (d) systems of promotion and grade articulation may be improved; (e) all reasonable provision may be made for recogniz- ing individual diflferences among the pupils. 12 l'S^'l'll(»l,(K•,K•.\l, AM) HDl'CATIONAK TESTS CHAI'II'.R II. THE METHODS OF THIS INVESTIGATION. In tlu' past the capacities of pupils in the school have been esti- mated almost entirely on the basis of the teachers' judgments, particu- larly as determined by the accomplishments of pupils in school studies. Such judgments by teachers are always valuable and must always be considered. Experience has shown, however, that they are very far from being infallible and that when reliance is placed on those judg- ments alone grive injustice is frequently done to many pupils. They must, of course, always be open to several defects. In the first place, they are personal and individual judgments, the validity of which must vary according to the ability of teachers to judge the most difficult of all things — mental capacities, whose nature is so complex that the most searching study must be made of every pupil as an individual before one may be sure of the judgment. Some teachers, especially those with extended experience, may be verj' good judges of capacitj', while others are very clearly poor judges. In any case the judgment must be subject to the limitations of any individual judge. In the second place, the judgments of teachers are primarily determined by the accomplishment of pupils in school studies, a criterion which is not always satisfactory, in part because accomplishment is a resultant of two factors or three factors ac- cordingly as capacity, interest, and industry are combined in varying degrees, and in part because pupils of different degrees of maturity are commonly compared on the same basis. Obviously a ninety per cent achievement in any school subject by a pupil ten years of age means a mental capacity far different from a ninety per cent achieve- ment in the same subject by a pupil thirteen years of age. A ten- year-old child who can perform correctly seven examples in arithme- tic in the same time that a fourteen-year-old child can perform the same seven examples possesses a capacity far above that of the latter. The common practice of judging capacity in terms of accomplishment only is very unsatisfactory, as is clearly shown by the grade classifi- cations and promotional systems found in most schools. Within recent j'ears has been developed a new method of judging the capacities and achievements of children and numerous tests have been devised for the measurement thereof. Those tests differ from the older tests in that they have been standardized on the basis of the reactions of thousands of children so that we know what may be expected of children of each age and grade of school progress for normal children, for those of limited capacity, and for those of superior mentality. Those tests have the important advantage over the IN THK PUBLIC SCHOOLS OF WINCHESTER 13 teacher's judgment that they are purely objective and unaflFected by personal opinion or by the limitations of the teacher's capacity to judge accurately the capacities or achievements of the child. They have the added advantage that they compare children of the same degree of maturity with each other and avoid the dangers of unfair comparison mentioned in the preceding i^aragraph. Such standardized tests were given to all children in grades one to eight of the Winchester Schools and interpreted in comparison with the present classification of pupils in various grades as well as with the teachers' estimates of each pupil's intelligence, scholarship, and industry. The following means were employed in the investigation to determine the capacities of pupils: (1) group intelligence tests; (2) individual intelligence tests; (3) achievement tests in certain important school studies; (4) teachers' estimates of the pupils' in- telligence, scholarship, and industry. I. Group Intelligence Tests. During the week of Xovember seventeenth group intelligence tests were given to all pupils in grades one to eight. The total number of tests given was seven, no pupil receiving less than three different group intelligence tests. For convenience they are designated here G-1, G-2, G-3, G-4, G-5, G-6, G-7. Of these G-1, G-2, G-:i were tests which, with some changes and additions, now constitute Series I of the Dearborn Group Tests of Intelligence. ^ G-4, G-.'), and (i-t'> in- cluded parts of several standard psychological tests, several tests now a part of Series II of the Dearborn Group Tests of Intelligence. * and certain other psychological tests developed in the Harvard Psy- chological Laboratory. G-7 was the Alpha Tests of the .Xrmy Psy- chological P'xaniination. All of these tests were standardized and graduated according to the plan indicated below wherein are chosen the grades in which each test was given. Grade Tats Given 1 G-1 G-2 G-3 2 G-1 G-2 G-3 3 G-1 G-2 G-3 G-4 4 G-1 G-2 G-3 G-4 G-.') G-4 G-5 G-6 6 G-4 G-5 G-f) G-7 7 G-5 G-fi G-7 8 G-5 G-r. G-7 Each pupil was given three or more difTcrent intt lligciue tests, to avoid, as far as possible, the contingency tliat a chance failure or * These tests arc now published by the J. H. IJppincott Company, Philadelphia. 14 I's^'cnfti.onuAi, and kdccatioxai, tksts success in any one test niiglit misrepresent the pupil's true capacity. Such a contingency was further avoided by the fact that in most cases each test was given on a different day, so that the dangers of an "ofT day" might be lessened. To avoid the difficulties usually en- coimlcivd when pupils of widely different degrees of maturity and of widely differing degrees of education are tested by the same materials, different tests were given to pupils of different grades, but those tests so overlap that comparison and correlation are possible throughout with known relations between the different tests. The results of those tests are indicated in Tables 7 to 31, and those results are discussed in Chapter III. The median record on each test for each grade and for each significant age group were com- puted and the record of each pupil compared with those medians. Thus it was possible to determine the relative standing of each pupil in comparison with his fellow pupils by grade and age, or with pupils of other grades and of other ages. (On those bases a careful study was made to ascertain what pupils were apparently children of marked inferiority or of marked superiority. All such pupils and all doubt- ful cases were selected for further examination by an exhaustive individual test of the type described below. Thus it will be seen that the group intelligence tests were employed in part as a means for selecting special cases requiring individual examination. II Individuai, Intelligence Tests. The group tests described above sufficed to indicate in general the capacities of pupils and to suggest a possible classification of pupils. For many reasons, however, it was considered desirable to supplement these group tests by individual tests, particularly for those pupils whose records on the group tests indicated marked in- feriority or marked superiority, and for those pupils whose status was doubtful or who appeared misplaced in grade classification. Hence in December individual tests were given to a large number of pupils by members of the stafT of investigation and that testing was continued by members of the ^^'inchester teaching staff who had been trained for that work by the specialists. For the individual tests the Stanford Revision of the Binet-Simon Intelligence Tests was employed. Those tests have been carefully standardized and are recognized throughout this country and Europe as affording a reliable measure of the mental capacity of children up to the age of about fifteen or sixteen. The results are given in terms of mental age — a mental age of six, for instance, meaning a mentality of the quality found in the average child six years of age. Thus, for example, if a child ten years of age is shown by these tests to have a mental age of ten he is considered to be a child of average or normal mentality. If he has a mental age of less than ten he must be considered to have a mentality below that of the average child, IN TIIK PUBLIC SCHOOLS OF WINCHESTER 15 the degree of his mentaHty being indicated by the amount to which his mental age falls below his chronological age. If he has a mental age of more than ten that child must be considered to have a mentality above that of the average child of his age, the superiority of his mentality being indicated by the amount to which his mental age exceeds his chronological age. As a measure of the intelligence of any child the ratio between his mental age (as shown by this test) and his chronological age is employed. In order to secure a single figure for comparative pur- poses in considering children of varying mental and chronological ages the measure commonly employed is the "Intelligence Quotient" (commonly abbreviated thus — "I. Q.") which is found by dividing the child's mental age by his chronological age. Thus an Intelligence Quotient of 1.00 would indicate that the child is of average or normal mentality — that his intelligence is that of the average child of the same chronological age. Any "I. Q." below l.oo would indicate the degree of inferiority shown by the actual "I. Q." in any given case, and any "I. Q." above 1.00 would indicate the degree of superi- ority shown by the actual "I. Q." in any given case. The results of these individual tests were entered on the record card of each pupil examined and constitute the most important means for recommendations concerning the pupils. Those results are discussed in Chapter III. III. Achievement Tests. In addition to the psychological tests described in the preceding sections certain standard achievement tests were given. These in- cluded the following: (1) the Courtis Standard Arithmetic Tests (Grades 3-8); (2) the Monroe Silent Reading Test (Grades 3-8); CO The Virginia 'Reading Test (Grades 1-3); (4) The Ayrcs Spell- ing Test (Grades 3-8); (5) The Holmes Handwriting Test Grades 3-8). These acliiovenicnt tests were given not for the purpose of measur- ing the work of the school, but for the purpose of securing additional information concerning the specific capacities of children and to provide the necessary information for recommendations concerning the grade classification of pupils. It was the belief of the investi- gators that important changes must be made in the grading and classification of pupils before any valuable information could be gained concerning the efficiency of the school in teaching the various school studies. The investigators have recommended that at the close of each school j'car achievement tests be given, so that progress may be measured from year to year and the work of pupils be measured by objective tests rather than by teachers' examinations. For the purposes of this investigation, however, achievement tests were designed for two purposes (a) to supplement the psych'^'-^^" i' 10 PSNCIIOI.OC.UAI, AND KDUCATIONM, TESTS tests in the (Iftcniiinatiuii of tlie pupils' capacities, and (b) to pro- vide tlie necessary information for specific recommendations con- cerning grade classifications. The results of the tests in arithmetic and reading arc presented in Tables 14 to IH, and are considered in Chapter III. IV. Teachers' Judgments. Tile teachers of all pupils concerned in this investigation were asked to enter on a special blank their judglnents of each pupil's (a) intelligence, (b) scholarship, and (c) industry. All such judgments were checked against the pupil's record on the intelligence tests and on the achieve- ments tests. Wherever discrepancies were found or conflicts were manifest a searching examination was made to locate its cause and to determine the correct status of the pupil. In a few cases the teachers' judgments served to call attention to errors in the test records. In many cases the tests proved conclusively that the teachers' judgments were wrong. In all cases the teachers' judgments and the test rec- ords served as valuable checks for the detection of error. After all the information had been secured by the means outlined above and tabulations were completed a careful study was made of the capacities and educational status of each pupil in the schools and his records entered on a specially prepared record sheet. . For each pupil in the schools a separate record sheet was prepared all in- formation concerning that child being entered thereon in such a way that his standing could be compared with the norms for the various grades bf the school. Finally a definite recommendation was made for the grading and classification of each pupil. These record sheets and recommendations were placed in the hands of the superintendent of schools for his guidance in the reclassification of pupils. CHAPTER III. CONDITIONS DISCLOSED. T. The Chronological Age of Pupn.s, One of the first things to attract the attention of the investigators was the obvious disparity of age in pupils of the same grades in the Winchester Schools. A careful examination showed that the situa- tion was as indicated in Table 3, which shows that: (1) There is a range of at least six years between the youngest pupil and the oldest pupil in any grade from the first to the eighth, in the second grade the range of ages being greatest — nine years. (2) In each grade from the first to the eighth the median age is at least one year above the national standard for that grade. (3) On the basis of a two-year span for each grade (e. g., six to seven for the first grade, seven to eight for the second grade, etc.) forty per cent of all pupils in grades one to eight are older than they should be for the grades in which they are located, the lowest percentage being 31% in grade four and the highest percentage be- ing found in grade eight, 54%. In grades six and eight there are actually more pupils over-age than of normal age. (4) In grades one to eight only a little more than one-half of the pupils are of normal age for the grades in which they are located. (5) In the first grade arc found pupils of ages all the way from six to twelve; in the second grade from seven to sixteen; in the sixth grade from nine and a half to eighteen. (6) Pupils twelve years of age are found in every grade from the first to the eighth and in general pupils of any year-age from eight to sixteen are scattered over at least five grades of the schools. Such conditions seriously limit at the start the effectiveness of education which can be provided in any grade. It is an utter im- possibility for any teacher to provide effective instruction to pupils who vary so widely in age and maturity. Until these conditions are remedied cfTectivc education cannot be provided. One remedy fur such conditions is found in provisions by which children can be brought into school to begin their school education at the proper age. An investigation of the entering ages of children now in the first and second grades gave the figures presented in Tabic 4. All grades are considered in Table T). Those figures show the following facts: (1) Of the 231 cases considered 7 (or y'f) had entered when they were five years of age, 91 (or 30*^') when they were in their sixth year, 75 (or 32%) when they were in tlieir seventh year, 37 (or Ifi''') when they were in their eighth year. 8 (or 4*^/) when they were in 18 I'SVCIIOI.or.lCAI. AND ICDUCATIOXAL TF.STS tlicir iiiiitli year, aiid l.'i (or 6 a ) when they were over nine years of .iKc. In all ")S (or 2i)%) — one-quarter of all pupils had entered school when more than seven years of age. (2) Of pupils in all grades from the first to the eighth 179 (or 23.57p) — nearly one-quarter — had entered school when more than seven years of age. (3) The median age of entrance for pupils now in any grade of the school was approximately seven. As long as pupils enter school at almost any age and as long as the tendency is to enter school a year late (according to the national standard), education in the city schools of Winchester will be handicapped (a) by delayed education, (b) by very heterogeneous instructional groups, (c) by the limited education which can be provided before older pupils begin to leave school. II. Conditions Shown bv Group Psychological Tests. In Tables 7 to 13 are presented figures showing the results of the group psychological tests described in Chapter II. From those tables and from figures derived therefrom and presented in Tables 19 to 29 the following facts are clear: (1) Pupils now located in the same grade and class differ so greatly in the mental capacitites measured bj^ the group psychological tests that in the first grade, for example, pupils are found varying all the way from a score of 1 to a score of 42 on Test G-1, in the second grade all the way from 14 to 47, in the third grade fromi 15 to 47, and in the fourth grade from 17 to 56. Similar variability is evident from all the tables for the tests given. All grades are widely heterogeneous with respect to the mental capacities of their pupils. See especially Table 19. (2) Pupils receiving the same scores on the various group psy- chological tests are found scattered through four or five (perhaps more) grades of the schools. E. g., pupils receiving scores of 31 to 35 on Test G-S are distributed as follows: 10 in grade one, 14 in grade two, 32 in grade three, and 28 in grade four, though such scores are approximately at the median score for grade four. Like- wise pupils receiving scores of 51 to 55 on Test G-5 are distributed as follows: 7 in grade four, 12 in grade five, 16 in grade six, 18 in grade seven, and 5 in grade eight, though such scores are approxi- mately the median for grade six. (3) In any grade, as measured by any of the group psychological tests, pupils are found with scores at or below the median for pupils in a grade one, two, three, even four, grades below the grade in which they are located. Thus, for Test G-1, 68 pupils are found in grade four (74'~J per cent of the fourth grade pupils) whose scores are at or below the median score for pupils in grade three. Thus also for Test G-5. 18 pupils of grade eight (ZS^c of all pupils in grade IN THE PUBLIC SCHOOLS OF \VI NCIII- STKU 19 eight) have scores at or below the median score for pupils in grade seven, H) (2l7r of all) have scores at or below the nudian score lor pupils in grade six, 2 (i% of all) have scores at or below the median score for pupils in grade five, and one pupil has a .score below the median score for pupils in grade four. (4) In any grade, as measured by any of the group psychological tests pupils are found with scores at or above the median score for pupils in a grade one, two, three, even four, grades above the grade in which they are located. Thus, for Test G-l^t, 28 pupils (25% of all pupils in the grade) are found in grade one whose scores are at or above the median score for pupils in gralde two, 12 (129' of all) whose scores are at or above the median score for grade three, and 5 pupils (.y/< of all) whose scores are at or above the median score for pupils in grade four. Thus also, for Test G-5, ;i2 pupils (Htj% of all in the grade) are found in grade four whose scores are at or above the median score for pupils in grade five, five pupils {C>% of all) whose scores are at or above the median score of pupils in grade six, 2 pupils (2% of all) whose scores arc at or above the median score for grade seven, and (Hie pupil whose score is above the median score of pupils in the eighth grade. (5) For any of the psychological tests employed the percentage of pupils whose scores fall within the limits set by the median score for the grade below and the median score for the grade above any given grade ranges from 42.6 per cent for Test G-6 to 75.0 per cent for Test G-4. This means that for any of the tests from more than one-half to about one-quarter of the scores in any case fall below the median of the grade below or rise above the median of the grade above. See Table 29 especially. The meaning of these facts is obvious. The results of the group psychological tests show clearly that the classification of pupils by grades in the schools of Winchester has far too little relation to the mental capacities to permit effective instruction. The great over- lapping of capacities found is shown diagrammatically in Figures 1-7. The importance of special school training in this connection is considered below. The results of the grouj) psychological tests also show that pupils of widely differing capacities are grouped for instruction in the same grade and in the same class section. Pupils whose mental capacities differ so widely that some pupils can secure a score of forty or fifty points while some of their class fellows can secure a score of less than ten on the same tests cannot be instructed in the same class without great (Iania.L,'(> to both. ITT. Conditions Shown r.v Tin: Inpivipu.m. Psych oixk;icai. Tests. In general the conditions shown by the group psychological tests are substantiated by the more searching and more reliable individual 20 PSYCIIOLOGICAI, AND KDUCATIOXAI, TKSTS psychological tests. The extremes of differences found arc indicated in Table C which shows the wide differences between the least capable and the most capable pupils in each grade — the range in no case being less than three j'cars in mental age and running as high as five years, or, perhaps, even as high as seven years, in mental age. The table of Intelligence Quotients in Table 6 also shows the great range of intelligence among pupils of the same grade, and frequently of the same instructional class. Since individual psychological tests were given in the beginning to tliosc pupils only whose cases appeared to indicate marked inferiority or superiority, and to those whose cases appeared doubtful or crit- ical, no complete tabulation of results for all pupils is possible here. Plans for the completion of the individual testing involved gradual testing of pupils throughout the school year rather than at one time and certain of the Winchester teachers were trained for tliat purpose. From the individual psychological tests already completed the fol- lowing facts have been derived and deserve attention: (1) In almost every grade, probably in every grade, pupils whose mental test shows an intelligence bordering on, if not actually of, feeble-mindedness, pupils of normal intelligence, and pupils of superior intelligence are being educated, or rather the attempt is being made to educate them, in the same classes. Thus in grade one are found, among others, two pupils with an "I. Q." of below L60, four pupils with an "I. Q." between .61 and ,70, five pupils with an "I. Q." between .71 and .80, nine pupils with an "I. Q." between .81 and .90, ten pupils with an "I. Q." between .91 and 1.00, three pupils with an "I. Q." between 1.01 and 1.10, five pupils with an "I. Q." between 1.11 and 1.20, and one pupil with an "I. Q." of 1.21. (2) In grade one there are at least six children whose mentalities are those of the feeble-minded or moron, *in the second grade there are at least nine, in the third grade there are at least two, in the fourth grade no case was discovered, in the fifth grade there are at least two, in the sixth grade there are at least three, and in the seventh grade there is at least one. These should all be placed either in a special institution, or in special classes for their own sakes. *Note: These statements concerning feeble-mindedness are. of course, based solely on the individual psj-chological tests. There is a small proportion of children who may pass the tests and on other grounds, chiefly of a clinical nature, be judged feeble-minded. Sim- ilarly there is a small proportion of children who may fail to pass the tests but on other grounds cannot be considered feeble-minded When, however, these results are supported by retardation in school and failure in school accomplishments, the school authorities cannot do otherwise, in the absence of medical opinion to the contrary, than diagnose them as special class cases. IX THE rUBLIC SCHOOLS OF WINCHESTER J 1 (3) In the first grade (taking that grade for an example of di- versity) there are at least seventeen pupils with a mental age of less than seven and at least eight pupils with a mental age of more than eight. Such diverse mentalities cannot be taught together effectively. IV. Conditions Shown bv Tests in Reading and .\rithmetic. Obviously the grade classification of pupils cannot be determined solely by the general intelligence of puj^ils, and, therefore, tlie re- sults of the psychological tests above considered cannot tell the whole story. The information gained from the psychological tests must be considered in its relation to certain specific abilities in- volved in school studies. The most important of these are reading and arithmetic. What are the conditions shown by tests in Reading and .\rithmetic in the Winchester Schools? (a) Reading: In Tables 14-l.j are presented figures showing the results of the Monroe Tests for Comprehension and Rate (.\mount) of Reading. In Table 27 also certain figures derived from the basal tables are presented. Those figures show the following important facts: (1) Table 15 shows that for comprehension in reading pupils in each grade from the third to the eighth vary widely, the range from the lowest pupil to the highest pupil being from zero to fourteen in the third grade, from zero to twenty-seven in the fourth grade. from two to twenty-seven in the fifth grade, from four to thirty-nine in the sixth grade, from two to forty-six in the seventh grade, and from eight to forty-two in the eighth grade. See especially Table 19. (2) Table 1') also shows that for comprehension in reading pupils of approximately the same degree of ability are scattered over many grades, sometimes all the way from the lowest grade to the highest. Thus, pupils having scores between 11 and 1.") are distributed as follows: 4 in the third grade, 30 in the fourth grade, 35 in the fifth grade, 24 in the sixth grade, 9 in 'the seventh grade, and 8 in the eighth grade — though such scores are approximately the median <:■•'■-< •■>•• the fourth and fifth grades. (3) Table 27 shows that in any grade from the third to the eighth pupils are found with comprehension ability in reading at or below the median for pupils in a grade one, two, three, four, or five grades below the grade in which they are located. Thus of pupils in the eighth grade 1 pupil is at or below the median for the fourth grade. .T at or below the median for the fifth grade, twelve (25'";) below the median for the sixth grade, and thirty-three (7'^^) at or below the median for the seventh grade. 22 PSVCIIOI.OGICAI, AND EDUCATIONAL TKSTS (4) Tahle :.'7 also sliovvs lliat any grade from tlie tliird to the eighth pupils arc found with comprehension ability in reading at or above the median for i)upils in a grade one, two, three, four, or five grades above the grade in which they are located. Thus of pupils in the fourth grade thirty-one are at or above the median for pupils in the fifth grade, nine at or above the median for pupils in the sixth grade, one at or above tlu' median for 'pupils in the seventh grade, and two at or above tiic median for pupils in the eighth grade. (a) Table 12!) shows that the proportion of pupils whose compre- hension ability in reading falls within the limits set by the median for the grade below and that set for the grade above is 57.3 per cent. This means that over two-fifths of all pupils fall below the median of the grade below or rise above the median of the grade above that in which they are located. (6) Table 14 shows that for the amount read within the time limits of the test pupils in each grade from the third to the eighth vary widely, the range from the lowest to the highest pupil being from to 87 in the jthird grade, from to 127 in the fourth grade, from 15 to 141 in the fifth grade, from 54 to 146 in the sixth grade, from 54 to 146 in the seventh grade, and from 31 to 146 in the eighth grade. See especially Table 19. (7) Table 14 also shows for the amount read pupils of approxi- mately the same ability in reading are scattered all the way from the lowest to the highest grades in some cases. Thus pupils having scores between 81 and 90 are distributed as follows: 1 in the third grade, IG in the fourth grade, 12 in the fifth grade, 25 in the sixth grade, 11 in the seventh grade, and 9 in the eighth grade — though such scores fall between the medians of the fifth and sixth grades. (8) Table 27 shows that in any grade from the third to the eighth pupils are found with amount-of-reading abilities at or below the median for pupils in grade one, two, three, four, or five grades below the grade in which they are located. Thus, of pupils in the eighth grade thirty-eight (81%) have scores at or below the median of the seventh grade, twenty-seven (58%) have scores at or below the median for the sixth grade, seven (15%) have scores at or below the median for the fifth grade, two have scores at or below the median for the fourth grade, and one has a score at or below the median for the third grade. (9) Table 27 also shows that in any grade from the third to the eighth pupils are found with amount-of-reading abilities at or above the median for a grade one, two, three, four, or five grades above the grade in which they are located. Thus of pupils in the fourth grade thirty-seven (42%) have scores at or above the median of the fifth grade, seventeen (19%) have scores at or above the median for the sixth grade, two have scores at or above the median for the seventh IN THE PUBLIC SCHOOLS OF WINCHESTER 23 grade, and seventeen (19 /c) have scores at or above the median for the eightli grade. (10) Table 29 shows that the proportion of all pupils whose amount-of-reading abilities fall within the limits set by the median of the grade below and that of the grade above is 40. 7 per cent. This means that more than one-half of all pupils have amount-oi- reading abilities which either fall below the median of the grade below or rise above the median of the grade above that in which they are located. (b) Arithmetic: In Tables 16-18 are presented figures showing the results of the Courtis Standard Tests in Arithmetic and certain de- rived figures are presented in Table 28. Those figures show the following facts — (1) Tables 16-17 show that in any one grade are found pupils whose arithmetical abilities vary widely, the range between the poorest pupil and the best pupil for addition being from to in the third and fourth grades, from to 8 in the fifth grade, from to 11 in the sixth grade, from to 8 in the seventh grade, and from to 12 in the eighth grade. For other processes the range is even greater, especially in the upper elementary grades after subtraction, multi- plication, and division have been introduced. E. g., the range of abilities in division in the seventh grade is from to IS. See es- pecially Table 19. (2) Tables 16-17 also show that pupils of the same degree ot arithmetical abilities in addition, subtraction, multiplication, and di- vision arc scattered all the way from the third grade to the eighth grade. Thus pupils having a score of zero are found in every grade from the third to the eighth, except for the eighth grade in sub- traction and multiplication. Thus also of 41 pupils having a score of 5 in multiplication four are found in the fourth grade, 2 in the fifth grade, 1:5 in the sixth grade. 1.") in the seventh grade, and 7 in the eighth grade. (.3) Table 28 shows that in many grades pupils are found with arithmetical abilities at or below the median for a grade one, two, three, four, or five grades below the grade in which they are located. Thus for addition of 49 pupils in the eighth grade twenty-three (AT^'r) have scores at or below the median for the seventh grade, twenty- three (47%) have scores at or below the median for the sixth grade, eleven (22%) have scores at or below the median for the fifth grade, five (10%) have scores at or below the median for the fourth grade, and two have scores at or below the median for the third grade Minh the same is true of other processes. (4) Table 28 also shows that in many grades pupils arc ioiukI with arithmetical abilities at or above the median for a grade, one, two, three, four, or five grades above the grade in which they arc 24 PsvciioLOGiCAr, and educational tests locatfd. Tims for addition of HH jjiipils in the fourth grade 24 (27%) havf scores at or above the median for grade five, ten (12%) have scores at or above tlic median for grade six, four have scores at or above tlie median for grade seven, and three have scores at or above the median for grade eight. Much the same is true for other pro- cesses, except as the amounts of superiority are afifected by later in- troduction of multiplication and division. (5) Table 29 shows that the proportions of pupils whose arithmetical abilities fall within the limits set by the median of the grade below and that of the grade above are: for addition 47.2 per cent; for sub- traction 57.9 per cent; for multiplication 56.4 per cent; for division 45.3 per cent; for aggregate scores in arithmetic 64.8 per cent. The facts disclosed by the tests in reading and arithmetic indicate clearly that education in the schools of Winchester is not well adapted to the varying capacities of the children in various grades of the schools. The attempt is made to teach in the same classes advanced forms of reading to pupils whose present reading abilities range all the way from near-illiteracy to the reading abilities of the average high-school senior. It cannot be done. Likewise the attempt is being made to teach in the same classes the more complex forms of arithmetic to pupils in the upper grades whose abilities in the fundamental operations vary all the way from nearly zero to the abilities of the skilled accountant or bookkeeper. Again it cannot be done. Both psychological tests and subject tests show clearly that there is great need in the schools of Winchester for reform in the grade classification of pupils, in the formation of classes for instruction, and in the adaptation of instruction to the capacities and needs of the various groups of pupils. They also furnish the needed informa- tion for the accomplishment of these purposes. V. The Reli.^bilitv oi- Teachers' Judgme(NTs. Teachers' judgments in general indicated the same wide variability in the capacities and achievements of pupils in the same classes as was indicated by the psj'chological tests and by the achievement tests given in this investigation. Nevertheless two facts are clear: (a) that teachers themselves differ in ,their ability to estimate the ca- pacities and achievements of the pupils under their instruction, and (b) that in a large proportion of cases teachers' judgments cannot be relied upon. This is shown clearly from the figures presented in Tables 30 and 31. In Table 30 are presented figures showing divisions of the classes (by fifths) into which fall the scores received bj' pupils who were judged by their teachers to be of average intelligence — graded C by the teachers. In all forty-five pupils were so graded by the teachers. Of these 12 received scores on Test G-1 indicating a position in the IN THE PUBLIC SCHOOLS OF WINCHESTER 25 lowest fifth of their class, 9 received scores placing them in tlie next to the lowest fifth of the class, 8 received scores placing them in the middle fifth of the class, 9 received scores placing them in the next to the highest fifth of the class, and 7 received scores placing them in the highest fifth of the class. Much the same situation is indicated by the scores for Test G-2. Even more significant are the figures presented in Table M. In that table are compared the ratings given by teachers and the In- telligence Quotients of 130 pupils. A lack of close correlation is evident. Thus 11 pupils were shown by the Stanford-Hinvt Intelli- gence Tests to have an Intolli^nncc Quotient between .61 and .05— probably indicating feeble-mindcdness or a moron status. Three of those pupils were rated in the lowest part of their classes by the teachers' rating for intelligence, three were rated in the next to the lowest fifth, three in the middle fifth, one in the next to the high- est fifth, and one in the highest intelligence group. Likewise, of 17 pupils whose intelligence tests >howcd approximately normal intelli- gence (I. Q. between .96 and 1.05) one was rated by the teachers as belonging in the lowest fifth of the pupils, four were rated as belong- ing in the next to the lowest fifth, tlirce were rated as belonging in the middle fifth, six as belonging in the next to the highest fifth. and three were rated as belonging in the highest fifth. Likewise, also, of two pupils whose superior intelligence was indicated by In- telligence Quotients between 1.26 and l.'M) one was rated by the teacher as btlonging in the lowest fifth, while the other was rated as belonging in the highest fifth. l-'inally the pupil receiving the highest rating for intelligence by the test was placed in the next to the highest fifth only — that child with an 1. Q. of 1 :'):{ being placed by the teaclicr in tlic same group with a pupil having an I. Q. of .59. This unreliability of the teacher's judgment may further be illustrated by the ratings given by Teacher X who assigned a grade of A to one pupil having an I. Q. of .06, a grade of D to another with the same I. Q., a grade of E to another p\ipil having an I. Q. of .97, a grade of C to another pupil having an 1. Q. of .98— all four of those pupils having almost exactly the same intelligence. Likewise, Teacher "S' assigned a grade of B to one pupil having an L Q. of 1.12, to another having an 1. Q. of .19, to another liaving an L Q. of .65, and to another having an 1. Q. of .'>9. The importance of these facts is emphasized by the fact that it is particularly in critical cases that the teacher's judgment is most likely to he unreliable, e. g.. in the case of an over-age pupil in a grade where his intelligence unconsciously is compared with the average intelligence of younger children, or in the case of an iin- der-age pupil whose intelligence is unconsciously estimated in com- parison with tiic average intelligence of older pupils. In all critical cases the teacher's judgment should be checked up by objective standards established by group and individual tests. CHAPTER IV. CONCLUSION AND RECOMMENDATIONS. Tlie conditions disclosed by the various psychological and educa- tional tests given show that effective instruction is seriously handi- capped, if not rendered impossible, in the public schools of Win- chester because of defects in the classification of pupils in grades and classes, because of failure to recognize individual differences among pupils in the same grade or class, and because those two defects prevent the proper adaptation of instruction to pupils of varying ca- pacities and needs. It remains to make recommendations for changes which will remedy e.xisting defects and render effective education possible. General recommendations are as follows: (1) Provision should be made for the entrance of children into school more nearly at a standard age of six. Circumstances over which the school authorities have little control may prevent abso- lute unifo-rmity in this but parents and school authorities should recognize that original diversity in maturity among pupils in the first grade must handicap tlie work of the schools at all stages. It should be possible to avoid the extremes now found as indicated in Tables 3-6. As long as the present conditions in this respect con- tinue there is little possibility of securing in grades and classes pupils of reasonably homogenous capacities, maturity and needs. Reform in this direction need not await a State law for compulsory attendance. (2) Special classes should be organized for pupils whose intelli- gence is markedly sub-normal. In all probability it is possible to organize at once at least two such special classes — one for younger pupils now found in the lower grades (grades one to three or four) and one such class for older pupils now in grades four or five to six or seven. Older sub-normal pupils should be provided for in the Junior High School where flexibility in class selection is simpler. On this see Recommendation (4) below. (3) Wherever the number of pupils in any grade is large enough (and this is true for all grades in the Elementary School) pupils should be divided into class sections so that there is at least one class for pupils of normal mentality, one class for those who are of mentality below normal but not seriously defective, and one class for pupils of superior mentality. (4) Provision should be made for a more flexible system of pro- motion and grade classification. In particular provision should be IN THE PUBLIC SCHOOLS OF WINCHESTKR 27 made for the removal of excessively over-age pupils now found in the lower grades to some form of work in the Junior High School. It is necessarily a choice of evils, but it is better to place backward pupils of older age in some courses in the Junior High School than to retain them in lower grades where their work must be more or less limited to abstract book work of which they are incapable. -Needless to say this cannot be done unless appropriate practical arts work is provided for them in the Junior High School. (5) I'sycliological and educational tests should be given to every child entering the school hereafter and all doubtful cases should bo reexamined from time to time. With few exceptions, every pupil now in the Elementary or Junior High School has been tested. Continuous testing of entrants hereafter should be a relatively simple task. (6) Annually at the close of each school year standard educational tests in reading, arithmetic, spelling, handwriting, and such other school studies for which adequate objective tests exist, should be given, so that an annual accounting may be made of the work of the schools, li the proper reorganization of grade and class assign- ments is made, such standard tests should provide an accurate meas- ure of the work of the schools objectively judged. (7) When the proper re-classification of pupils by grades and classes is made and when the special classes, slow-moving classes, classes of normal progress, and classes of rapid progress have been established, there is great need of a careful adjustment of instruction to the needs and capacities of each of those classes. Pro- vision for reorganization to meet the demands of the recommenda- tions given above will be relatively useless unless real changes arc made in the instruction provided and proper adaptation is made of instruction to the needs of the different classes organized. (8) Provision should be made on the staff for one or more per- sons skilled in the application of psychological and educational tests. A beginning of this was made through the training of several teachers and school officers in this investigation. The school authorities of the City of Winchester have a unique opportunity to demonstrate in a thoroughgoing fashion the pos- sibilities of a real adai)tation of instruction to the needs and ca- pacities of cliildrcn. There can be no doubt that the practice now found througliout tlie country is socially and educationally vicious. As long as it continues there can be but one result — the neglect of all that majority of pupils whose capacities and needs do not receive attention in the public schools and whose interests are sacrificed to the advantages of that relatively small proportion of children who may look forward to continued education in High School and College. APPENDIX. TABLE :5. SliowiiiK the distribution by age and grade of pupils in Winchester Klcnicnlary Scliools, as of Sept. 1, 1 919. Approxi- Covering ages nate ;iKe in nioi ths an( in years years I'roni To G.O .-.-lO 0-3 6.5 (5-4 6-9 7.0 ()-10 7-3 7.5 7-4 7-9 8.0 7-10 8-3 8.5 8-4 8-9 9.0 8-10 9-3 9.5 9-4 9-9 10.0 9-10 10-3 10.5 10-4 10-9 11.0 10-10 11-3 11.5 11-4 11-9 12.0 11-10 12-3 12.5 12-4 12-9 13.0 12-10 13-3 13.5 13-4 13-9 14.0 13-10 14-3 14.5 14-4 14-9 15.0 14-10 1 5-3 15.5 15-4 15-9 16.0 15-10 16-3 16.5 16-4 16-9 17.0 16-10 17-3 17.5 17-4 17-9 18.0 17-10 Petals 18-3 Medians Range in years Per cent over-age^ Number under age Number of normal age Number over-age^ Per cent under age Per cent of normal age G rades Totals 1 2 3 4 5 6 7 8 18 _ _ — _ - - - 18 25 - - - - - - - 25 2-7 8 - 1 - - - - 36 14 14 .4 - - - - - 32 20 23 20 2 - - - - 65 9 1<> 22 2 2 - - - 51 9 9 17 17 2 - - - 54 2 9 15 13 3 1 - - 43 - 5 10 13 7 - - - 35 3 6 6 20 14 5 1 - 55 - 8 10 9 19 9 1 1 57 - 3 5 7 13 11 3 - 42 1 3 4 4 14 9 7 1 43 - 3 5 4 9 11 17 - 49 - 2 3 4 11 6 18 '2 46 - 1 1 1 7 9 13 9 41 - 1 - 1 3 11 8 6 30 - - - - 2 6 4 4 16 - - - 1 - 6 11 5 23 - - 1 - 4 , 2 4 8 19 - 1 - - 1 2 3 8 15 - - - - - - 2 2 4 - - - - - - 2 3 5 - t- - - - - 1 1 2 - \— - - - 1 - - 1 128 112 123 99 Ill 89 95 50 807 7 yrs. 8 yrs. 9 yrs. 10 yrs. 11 yrs. 12 yrs. 13 yrs. 14 yrs. 2 mos. 7 mos-. 3 mos. 4 mos. 7 mos. 9 mos. ■4. mos. 10 mos. 6.0 7.0 7.5 7.0 8.5 9.5 10.5 11.0 6.0 to to to to to to to to to 12.0 16.0 15.5 15.0 16.0 18.0 17.5 17.5 18.0 44 51 45 31 51 43 35 27 327 4 5 7 6 5 2 29 84 61 74 63 53 40 55 21 451 34 46 37 31 46 48 37 54 40 3 5 6 7 5 4 4 66 54 60 63 48 45 58 42 56 Note 1: In this table normal age is estimated on the basis of a two- year span, i. e., 6-7 for normal age is in the first grade, etc. The over- age would, of course, be much greater on the basis of a one-j^ear span. IN THE PUBLIC SCHOOLS OF WINCHESTER 29 TABLE 4. Showing the number of pupils now in grades one and two who entered school at different ages — Winchester City. Grade Ages 1 From To 5 yrs. 4 mos. 5 yrs. 5 mos. - 5 yrs. 6 mos. 5 yrs. 11 mos. 1 6 yrs. mos. 6 yrs. 5 mos. 33 6 yrs. 6 mos. 6 yrs. 11 mos. 32 7 yrs. mos. 7 yrs. 5 mos. 23 7 yrs. 6 mos. 7 yrs. 11 mos. 12 8 yrs. mos. 8 yrs. 5 mos. 12 8 yrs. 6 mos. 8 yrs. 11 mos. 7 9 yrs. mos. 9 yrs. 5 mos. 3 9 yrs. 6 mos. 9 yrs. 11 mos. 1 10 yrs. mos. 10 yrs. 5 mos. 10 yrs. 6 mos. 10 yrs. 11 mos. 11 yrs. mos. 11 yrs. 5 mos. 1 11 yrs. 6 mos. 11 yrs. 11 mos. - 12 yrs. mos. 12 yrs. 5 mos. _ - - 12 yrs. G mos. 12 yrs. 11 mos. - - ' - 13 yrs. mos. 13 yrs. 5 mos. _ _ - 13 yrs. 6 mos. 13 yrs. 11 mos. 1-1 Total number of cases 125 106 231 Median ages 6 yrs. 7 yrs. 7 yrs. 11 mos. 2 mos. 0.5 mos. Number of pupils en- tering at age of 8 years or above 25 33 58 Per cent entering at age of 8 or above 20% 32% 25% Grade Total in 2 Grades 1-2 1 1 5 6 It) 48 11 43 27 50 i:; 25 5 17 13 20 2 5 2 3 5 5 1 1 4 5 1 1 M) I'SVCIIOI.OCICAI, AND KDUCATIONAL TESTS TABLE 5. Showing tlic (.iitrancc-age distribution of pupils in the Winchester Schools, grades one to eight. ' I'.ntracc Grade (irade -Grade Grade Grade Grade Grade Grade Totals Age 1 2 .{ 4 5 6 7 8 No. % 5 1 G 20 14 13 7 6 76 10.0 6 04 27 4:5 32 44 25 30 8 273 35.7 7 35 40 33 29 22 31 30 17 237 30.8 8 19 18 23 10 12 15 17 10 123 16.1 9 4 4 5 4 7 2 1 3 30 3.9 10 - 6 1 - 2 1 4 - 14 2.0 11 1 5 1 - 2 - 2 - 11 1.4 13 1 _______ 1 0.1 Totals 125 106 114 95 103 87 91 44 765 100.0 Median age 6 yrs. 7 yrs. 7 yrs. 6 yrs. 6 yrs. 7 yrs. 7 yrs. 7 yrs. 6 yrs. 11 mos. 2 mos. mos. 11 mos. 10 mos. 2 mos. 1 mo. 5 mos. 11 mos. Number en- tering at 8 or above 25 33 2)9 14 23 18 124 13 179 23.5 Per cent entering at 8 or above 20.0 31.1 25.4 l4.7 22.3 20.7 26.4 29.6 23.5 TABLE 6. Showing for grades one to eight of the \\'inchester Public Schools the extremes (a) of chronological age, (b) of mental age, and (c) of intelligence quotient. Chronological Mental Intelligence age age Quotient Grade Lowest Highest Range Lowest Highest Range Lowest Highest : Rang 1 5-11 12-3 7-4 5-2 8-11 3-9 .50 1.20 .70 2 6-10 16-0 9-2 6-8 9-9 3-1 .43 1.20 .77 3 7-4 14-0 6-6 8-4 11-4 3-0 .69 1.25 .56 4 8-0 14-0 6-0 9-2 12-4 3-2 .80 1.35 .55 5 8-8 16-0 7-4 8-5 13-9 5-4 .51 1.4S .97 6 9-8 18-2 8-6 9-5 13-4 3-11 .62 1.19 .57 7 11-5 17-6 6-1 9-8 14-8 5-0 .58 1.23 .65 8 10-11 17-8 6-9 10-2 (17-3) 7-1 .54 1.51 .97 Note: — Figures in years and months for chronological age and mental age, e. g. 5-11 means five years and eleven months. IN THK I'L'BLIC SCHiMJl.S OF WINCHESTER M TABLE 7. Showing the distribution of scores in Test (i-l in grades one to four of the Winchester Schools. Grade Grade Grade Grade Scores 1 2 3 4 1- 9 - - - 6-10 19 - - - 11-15 27 4 1 - 16-20 • 21 t - 1 21-25 18 16 7 2 26-30 7 19 2'J 9 31-35 4 :!4 :;9 23 36-40 3 11 27 32 41-45 4 9 11 12 46-50 - 4 3 10 51-55 - - - 2 56-60 - - - 1 Total number of cases 112 104 117 92 Medians 16.3 :n.r :5;?.fi .IS.O TABLE 8. Showing tiu' distribution of scores in Test G-2 in grades one to four of the Winchester Schools. Scores 1- 5 6-10 11-15 16-20 21-25 26-30 31-35 Total number of cases Medians Grade Grade Grade Grade 1 •> 3 4 14 - - - 36 5 1 - 33 28 11 1 16 35 32 13 8 22 47 :n 2 » •J 2 44 - - •J 2 1 ()<) in iir. 91 11.7 17.:. ■2:. \ 26.0 32 PSVClIor.OGICAF, AND KDUCATION AI, TF.STS TABLE 9. Sliowitip: till' (listril)ution of scores in Test G-'i in grades one to four of the Winclicstcr Scliools. Grade Grade Grade Grade Scores 1 2 3 4 1- 5 9 7 1 2 6-10 28 8 4 - 11-15 7 15 10 4 16-20 36 17 5 3 21-25 15 20 . 16 8 26-30 4 15 24 14 31-35 10 14 32 28 36-40 2 4 22 27 41-45 - - 3 7 46-50 - - - 1 Total number of cases Ill 100 117 94 Medians 17.7 TABLE 10. 21.7 30.5 34.1 • Showing the distri])ution of scores six of the W inchester schools. Scores ' 21-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-65 66-70 71-75 76-80 81-85 86-90 91-95 96-100 101-105 106-110 Total number of cases Medians in Test G-4 in grades three to Grade Grade Grade Gr; 3 4 5 6 5 - - - 10 - - - 13 2 1 - 17 5 - - 20 6 3 - 17 6 3 - 11 9 7 1 "s 17 10 4 2 12 11 5 4 14 14 8 1 8 22 11 2 9 15 13 - 1 6 16 - o 4 9 - - 1 - 110 92 99 86 43 60 70 81 IN THE PUBLIC SCHOOLS OF WINCHESTEk 55 TABLE 11. Showing the distribution of scores in Test C-.". in grades four to eight of the Winchester schools. Grade Grade Grade Grade t 1 1 a ' 1 c Scores 4 ."> 3 - - _ 21-25 5 6 - _ _ 26-30 14 tj 1 - 1 31-35 11 10 - 2 _ 36-40 18 11 5 2 - 41-45 11 17 10 3 1 46-50 !.-> IS 12 8 3 51-55 7 12 u; IS 5 56-60 3 y 14 11 6 61-65 1 5 13 8 o 66-70 1 1 6 1.'. 19 71-75 - 1 J 10 8 76-80 - - 1 9 2 81-85 - - 1 4 - 86-90 - - 1 - - Total number of cases 88 99 85 91) 47 Medians 39 43 55 61 67 TAl'.LK 12. Showing the distribution of scores in Test G-t> in Rrades six to eight of the W'inclicster Schools. Scores 16-20 21-25 26-30 31-35 36-40 41-4.-) 46-50 51-55 Number of cases Medians Grade Grade Grade 6 1 1 s 1 2 14 4 - 27 16 .s 14 23 15 17 28 14 7 15 a 2 2 1 82 90 46 3.S.8 41.0 39.6 34 rsvciKti.oGiCAi, and kuucatioxai. tksts TABLE 13. Showing tlif distribution of scores in Test G-7 in grades six to eight of the Winchester Schools. Scores ll-:2() 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100 101-110 111-120 121-130 Total number of cases Medians TABLE 14. Showing the distribution of scores for amounts read in the Monroe Reading Tests in grades three to eight of the Winchester Schools. Grade Grade Grade Grade Grade Grade Grade Grade Gra 6 7 8 - 2 - 5 2 - 11 1 2 27 8 3 14 17 11 14 21 13 5 19 10 7 9 5 - 5 2 - 3 2 - 3 - - 1 - 83 91 48 50 68 67 Scores 3 4 5 6 7 8 12 1 - - - - 1-10 3 - -, - - - 11-20 5 1 1 - - - 21-30 23 1 - - - - 31-40 22 4 3 - - 1 41-50 16 7 8 - - - 51-60 21 22 15 6 5 1 61-70 7 14 15 6 2 5 71-80 4 5 15 - - 1 81-90 1 16 12 25 11 9 91-100 - 10 13 17 13 10 101-110 - 2 5 9 12 7 111-120 - 3 4 6 13 4 121-130 - 2 1 - - - 131-140 - - - 6 7 5 141-150 - - 4 9 26 4 No. of cases 114 88 96 84 89 47 Medians 31 67 76 98 119 98 IN Tine PLBLIC SCHOOLS OF WINCHESTER 35 TABLE 15. Showing tlie distribution of scores for comprehension in the Monroe Reading Test in grades three to eight of tlie Winchester Schools. e Grade Grade Grad Scores 3 4 0-0.9 30 1 1-5 58 15 (J-IO 22 30 11-15 4 30 16-20 - 10 21-25 - 1 26-30 - 1 31-35 - - 36-40 - - 41-45 - - 46-50 - - Xo. of cases 114 88 Medians 3.2 10.4 Grade Grade Grade G 1 8 1 1 _ (3 •» 1 24 9 8 29 15 14 12 i: 10 I'l 10 9 4 16 o •> 15 2 96 84 89 47 13.0 18.0 25.3 21.1 36 PSYCHOLOGICAL AND HDUCATIOXAI, TKSTS TABLE 16. Sliowing tlic distribution of scores in addition and subtraction (Rights) Courtis Arithmetic Tests in Winchester Schools, grades 3-8. ADDITION SUB TRAC TION Grade Grade Grade Grade Grade Grad i Scores Grade Grade Grade Grade Grade Grac 3 4 5 6 7 8 3 4 5 6 7 8 78 30 22 13 9 2 107 48 26 8 7 - 18 23 12 10 6 3 1 4 10 22 7 6 1 12 11 24 10 8 6 2 1 12 16 10 8 2 3 14 19 9 15 8 3 - 7 13 13 7 1 1 6 7 19 9 4 4 2 6 9 11 7 3 1 1 7 9 18 6 5 - 2 3 8 12 6 1 ■; - 7 13 7 6 - 3 3 11 12 1 - - 3 4 10 4 7 - - 2 O 4 6 - - 1 1 3 6 8 - - - 2 6 7 - - - - - 1 9 - - 1 5 6 6 - - - - - 1 10 - - - 3 10 6 - - - 1 - - 11 - - - - 2 4 - - - - - 1 12 - - - 2 2 - - - - - - 13 - - - 1 - 2 - - - - - - 14 . - - - - 1 1 - - - - - - 15 - - - - 1 1 - - - - - - 16 - - - - - - - - - - - - 17 - - - - - - - - - - - 18 - - - - - - - - - - - - 19 - - - - _ _ - - - - - - 20 - - - 1 — _ 114 88 95 83 91 49 Totals 114 88 95 83 91 49 0.7 1.6 2.6 4.0 4.4 5.3 Medians 0.5 0.9 2.0 4.4 5.7 8.7 4 5 (5 7 50 29 7 3 23 25 14 3 7 15 8 7 o 15 12 3 2 8 10 9 4 o 13 15 - - 9 14 - 1 4 14 _ _ ;; 10 IN THE PUBLIC SCHOOLS OF WINCHESTER TABLE 17. Showing the distribution of scores in Multiplication and division (Rights) Courtis Arithmetic Tests in Winchester Schools, grades 3-8. MULTIPLICATION DIVISION Grade Grade Grade Grade Grade Grade Scores Grade Grade Grade (irade Ciradc Grade 8 3 4 5 6 7 8 I) 114 70 5tj Hi C 2 1 1 - 7 21 6 4 1 22 -59 9 52 13 - - 8 9 8 4 7 4 - - - 12 13 4 7 5 - - - 7 «". 3 8 G - - 1 7 4 5 4 7 ---657 05 - - - 5 12 6 --17 69 ---332 ---44 10 -__264 --2-311 -_-l ,-, - -- 2 -12 - - -- :> 5 -----13 ----43 __--_14 __-_2- -- - _1C, - - -- 1 1 -----IS ---_1- 88 95 83 91 49 Totals 114 88 95 S3 91 49 0.9 1.8 4.0 6.4 6.9 Medians 0.0 0.6 0.9 4.2 7.0 7.7 TAP.LK IS. Sliowing the distribution of scores for aRgrcRatcs (addition, sub- traction, multiplication, and division) in Courtis .\rithmctic Tests (Rights) in \\ inrluster Schools, grades 3-8. Scores Grade Grade Grade Grade Grade Grade r, 7 8 1 2 3 4 15 5 I 4 3 7 11 « 5 _ 8 8 3 Grade Grade Grad .3 4 .5 75 1(1 S 18 16 9 12 10 .") 4 15 .) 3 7 11 _ 8 8 7 8 G-1 Lowest 1 14 IT) 17 Highest 4:2 47 47 .■.6 Median 16 ::2 :{4 :!8 - - - - G-2 Lowest 1 7 10 15 - Highest 30 28 M 32 Median 12 18 23 26 G-3 Lowest 12 .5 2 - - Highest 40 39 44 48 - - ^Fedian 18 22 31 34 _ _ - - G-4 Lowest - - 23 31 31 .53 Highest - - 78 '.M 110 1((6 Median _ - 43 60 70 si - - G-r, Lowest - - - 17 19 ::•) 31 30 Highest - - - 68 71 ss 84 76 Median - - - 39 43 :,:, 61 ■: G-6 Lowest - - - - - 24 20 24 lighest Lowest Highest Addition Lowest Highest 53 54 Median - - - - - 36 41 40 23 15 31 89 121 105 >[edian ----- •"'" ^^ '*'' Same for Arithmetic. (I no 6 6 s II •< 12 Median - - 0.7 1.6 2.6 4.0 4.4 .•..:: Subtrac- Lowest - - o I tion Highest - - 4 6 9 13 15 14 Median - - 0..5 0.9 •' " ' ' ' : "^ • 40 I'SVCIIor.OGFCAI, AND KDUCATIOXAL TKSTS Miilti])li- Lowest - - cation Ili^lR'St - - Mt'diaii - - Division Lowest Highest Median Aritli. Lowest Totals Highest Median Reading Lowest Compre- Highest hension Median Reading Lowest Amount Highest Median 1 ] 5 7 11 12 11 0.5 0.9 1.8 4.0 G.4 6.9 6 11 18 16 0.0 O.G 0.9 4.2 7.0 7.7 2 3 10 17 25 24 51 44 0.8 3.-) (3.2 14.0 22.8 26.0 r Rea iding. 2 4 2 8 ].4 27 27 39 46 42 3.2 10.4 13.0 18.0 25.3 21.1 15 54 54 31 87 127 141 140 146 146 31 67 76 98 119 98 IN TIIK Pt.BLIC SCH(X)LS UF WINCHESTER 41 TABLE 20. Showing certain facts concerning the pupils of Grades 1-4 of the Winchester Schools according to their scores on Test G-1. Grade ] : 112 pupils. Median score 10 Lowest score 1 Highest score 42 Number at or above the median score for grade 2 11 Number at or above the median score for grade '.i 8 Number at or above the median score for grade 4 5 Per cent at or above the median score for grade 2 10 Per cent at or above the median score for grade ;! 7 Per cent at or above the median score for grade 4 5 Grade 2: 104 pupils. Median score 32 Lowest score 14 Highest score 47 Number at or below the median score for grade 1 4 Number at or above the median score for grade .! 38 Number at or above the median score for grade 4 19 Per cent at or below the median score for grade 1 4 Per cent at or above the median score for grade '.i 37 Per cent at or above the median score for grade 4 18 Grade :'.: 117 pupils. Median score 34 Lowest score 15 Highest score 47 Number at or below the median score for grade 1 1 Number at or below the median score for grade 2 54 Number at or above the median score for grade 4 31 Per cent at or below the median score for grade 1 1 Per cent at or below the median score for grade 2 46 Per cent at or above the median score for grade l . 27 Grade 4: 01 pupils. Median score 38 Lowest score 17 H ighest score S8 Number at or below the merlian score for grade 1 Number at or below the median score for grade 2 17 Number at or below the median score for grade 3. .68 Per cent at or below the median score for grade l Per cent at or below the median score for grade 2 18 Per cent at or below the median score for grade 3 "' This test is designed primarily for jiupils in grades 1-3. 42 PSVCIIOLOGICAL AND l^DUCATIOXAL TESTS TABLE 21. Sliowing certain facts concerning tlie pupils of Grades 1-4 of the Winchester Schools according to tlieir scores on Test G-2. Grade 1 : 109 pupils. Median score 12 Lowest score 1 Highest score 30 Number at or above the median score for grade 2 24 Number at or above the median score for grade 3 3 Number at or above the median score for grade 4 2 Per cent at or above the median score for grade 3 22 Per cent at or above the median score for grade 3 3 Per cent at or above the median score for grade 4 2 Grade 2: 94 pupils. IMedian score IT Lowest score 7 Highest score 23 Number at or below the median score for grade 1 16 Number at or above the median score for grade 3 13 Number at or above the median score for grade 4 4 Per cent at or below the median score for grade 1 17 Per cent at or above the median score for grade 3 13 Per cent at or above the median score for grade 4 4 Grade 3: 115 pupils. Median score 23 Lowest score 10 Highest score 31 Number at or below the median score for grade 1 6 Number at or below the median score for grade 2 , . 24 Number at or above the median score for grade 4 24 Per cent at or below the median score for grade 1 5 Per cent at or below the median score for grade 2 21 Per cent at or above the median score for grade 4 21 Grade 4: 91 pupils. Median score 26 Lowest score 15 Highest score 32 Number at or below the median score for grade 1 1 Number at or below the median score for grade 2 3 Number at or below the median score for grade 3 30 Per cent at or below the median score for grade 1 1 Per cent at or below the median score for grade 2 3 Per cent at or below the median score for grade 3 33 This test is designed primarily for pupils in grades 1-3. IN THK PUBLIC SCHOOLS OF WINCHESTER 43 TABLE 22. Showing certain facts concerning the pupils of Grades 1-4 of the Winchester Schools according to their scores on Test G-3, Grade 1: 111 pupils. Median score l8 Lowest score 1 Highest score 40 Number at or above the median score for grade -'S Number at or above the median score for grade ;; 12 Number at or above the median score for grade 4 5 Per cent at or above the median score for grade 2 25 Per cent at or above the median score for grade .{ 11 Per cent at or above the median score for grade 4.. .1 Grade 2: 100 pupils. Median score ... 22 Lowest score 2 Highest score 39 Number at or below the median score for grade 1 38 Number at or above the median score for grade '.i 20 Number at or above the median score for grade 4.. .11 Per cent at or below the median score for grade 1 39 Per cent at or above the median score for grade :i 20 Per cent at or above the median score for grade 4.. .11 Grade .'.: 1 17 pupils. Median score ... 30 Lowest score 5 Highest score 44 Number at or below the median score for grade 1 17 Number at or below the median score for grade 2 27 Number at or above the median score for grade 4 38 Per cent at or below the median score for grade 1 15 Per cent at or below the median score for grade 2.. '3 Per cent at or above- ihe median score for grade l '^3 Grade 4: 04 pupils. Median score ^■* Lowes.t score - Highest score Number at or below the median score for grade 1 Number at or below the median score for grade 2. . . Number at or below the median score for grade 3 1 Per cent at or below the median score for grade 1 . . . ^ Per cent at or below the median score for grade 2. 12 Per cent at or below the median score for grade 3... 33 This test is designed primarily for pupils in grades 1-3. 44 rSVtIlol.OGICAI. ANU KDIJCATIONAI. TESTS TABLE 23. Sliovving certain facts concerning pupils in grades 3-6 of the Winchester Schools according to flieir scores on Test G-4. Grade 3: 110 pupils. Median score '43 Lowest score 23 Highest score < 78 Number at or above the median score for grade 4 9 Number at or above the median score for grade 5 3 Number at or above the median score for grade 6 I'er cent at or above the median score for grade 4 8 Per cent at or above the median score for grade 5 3 Per cent at or above the median score for grade 6 Grade 4: 92 pupils. ^ledian score 60 Lowest score 31 Highest score 91 Number at or below the median score for grade 3 10 Number at or above the median score for grade 5 23 Number at or above the median score for grade 6 4 Per cent at or below the median score for grade 3 ' 11 Per cent at or above the median score for grade 5 30 Per cent at or above the median score for grade 6 4 Grade 5: 99 pupils. Median score 70 Lowest score 31 Highest score 110 Number at or below the median score for grade 3 2 Number at or below the median score for grade' 4 24 Number at or above the median score for grade 6 13 Per cent at or below the median score for grade 3 2 Per cent at or below the median score for grade 4 24 Per cent at or above the median score for grade 6 13 Grade 6: 86 pupils. Median score 81 Lowest score 53 Highest score 106 Number at or below the median score for grade 3 Number at or below the median score for grade 4 5 Number at or below the median score for grade 5 18 Per cent at or below the median score for grade 3 Per cent at or below the median score for grade 4 6 Per cent at or below the median score for grade 5 21 IN THE PUBLIC SCHOOLS OF WINCHESTER 45 TABLE 24. Showing certain facts concerning pupils in grades 4-S of the Winchester Schools according to their scores on Test 0-5. Grade 4: 88 pupils. Median score .39 Lowest score 17 Highest score 68 Number at or above the median score for grade 5 '.2 Number at or above the median score for grade 6 '> Number at or above the median score for grade 7 -' Number at or above the median Score for grade 8 1 Per cent at or above the median score for grade 5 AG Per cent at or above the median score for grade 6 6 Per cent at or above the median score for grade 7 "J Per cent at or above the median score for grade 8 I Grade 5: -99 pupils. Median score 43 Lowest score 19 Highest score •• 71 Number at or below the median score for grade 4 r . . . 34 Number at or above the median score for grade 6 20 Number at or above the median score for grade 7 7 Number at or above the median score for grade S 2 Per cent at or below the median score for grade 4 34 Per cent at or above the median score for grade •> 20 Per cent at or above the median score for grade 7 ' Per cent at or above the median score for grade 8 .: Grade 6: 85 pupils. Median score *'»•' Lowest score -'^ Highest score ""^ Number at or below tiu- median score for grade 4 ' Number at or below tlu- median score for grade .">.. Number at or above the median score for grade 7.. -• Number at or above the median score for grade s.. ..13 Per cent at or below the niedian score for grade 4. •' Per cent at or below the median score for grade ">.. l "> Per cent at or above the median score for grade 7. .32 Per cent at or above the median score for gra . . Kumber at or below the median score for grade '"• 46 rsvciioi,oGiCAi< and kuucationai. tests 'NiinibiT at or above the median score for grade 8 41 Per cent at or below the median score for grade 4 4 Per cent at or below the median score for grade 5 8 Per cent at or below the median score for grade 6 36 Per cent at or above the median score for grade 8 46 Grade 8: 45 pupils. Median score 67 Lowest score 30 Highest score 76 Nimiber at or below the median score for grade 4 1 Number at or below the median strore for gcade 5 2 Number at or below the median score for grade 6 10 Number at or below the median score for grade 7 18 Per cent at or below the median score for grade 4 2 Per cent at or below the median score for grade 5 4 Per cent at or below the median score for grade 6 21 Per cent at or below the median score for grade 7 38 TABLE 25. Showing certain facts concerning pupils in grades 6-8 of the Winchester .Schools according to their score's in Test G-6. Grade 6: 82 pupils. Median score 36 Lowest score 24 Highest score 53 Number at or above the median score for grade 7 26 Number at or above the median score for grade 8 31 Per cent at or above the median score for grade 7 32 Per cent at or above the median score for grade 8 38 Grade 7: 90 pupils. Median score 41 Lowest score 20 Highest score 53 Number at br below the median score for grade 6 22 Number at or above the median score fbr grade 8 51 Per cent at or below the median score for grade 6.... 24 Per cent at or above the median score for grade 8 57 Grade 8: 46 pupils. Median score 40 Lowest score 24 Highest score '. 54 Number at or below the median score for grade 6 17 Number at or below the median score for .grade 7 29 Per cent at or below the median score for grade 6 35 Per cent at or below the median score for grade 7 60 IN THE PUBLIC SCHOOLS OF WINCHESTER 47 TABLE 26. Showing certain facts concerning pupils in grades 6-8 of the Winchester Schools according to their scores on Test G-7. Grade 5 Number at or below the median score for Grade 7 24 Per cent at or l)elow the median score for Grade <> 10 Per cent at or l)elow the median score for Grade 7 50 48 I'SVCII()I.O(;iCAI. AND KDUCATIOXAI, TF.STS TABLE 27. Showing' certain f.icts conccrniii;^ the- pupils of g;radcs 3-8 in the WiiichostiT Scliools accordini^^ to their scores in the Monroe Read- iiijC Test. Grade 3: 114 pupils. Compre- Amount hension read Median score 3.2 31 Lowest score H ighest score 14 87 Numher at or above the median score for Grade 4.. 6 11 Number at or above the median score for Grade 5.. 2 5 Number at or above the median score for Grade 6.. Number at or above the median score for Grade 7. . Number at or above the median score for Grade 8.. Per cent at or above the median score for Grade 4.. 5 10 Per cent at or above the median score for Grade 5. . 2 5 Per cent at or above the median score for Grade 6.. Per cent at or above the median score for Grade 7. . Per cent at or above the median score for Grade 8. . Grade 4: 88 pupils. Median score 10.4 67 Lowest score Highest score 27 127 Number at or below the median score for Grade 3. . 8 4 Number at or above the median score for Grade 5.. 27 37 Number at or above the median score for Grade 6.. 8 17 Number at or above the median score for Grade 7.. 1 2 Number at or above the median score for Grade 8. . 2 17 Per cent at or below the median score for Grade 3. . 9 5 Per cent at or above the median score for Grade 5.. 31 42 Per cent at or above the median score for Grade 6.. 9 19 Per cent at or above the median score for Grade 7. . 1 2 Per cent at or above the median score for 'Grade 8. . 2 19 Grade 5: 96 pupils. Median score 13 76 Lowest score 2 1.3 Highest score 27 141 Number at or below the median score for Grade 3 . . i 2 Number at or below the median score for Grade 4.. 28 40 Number at or above the median score for Grade 6.. 17 27 Number at or above the median score for Grade 7. . 1 5 Number at or above the median score for Grade 8. . 8 27 Per cent at or below the median score for Grade 3. . 1 2 Percent at or below Ithe median score for Grade 4.. 29 41 Per cent at or above the median score for Grade 6. . 17 28 IX TIIK PU3IJC SCHOOLS OF WINCHESTER 49 Compre- hension Per cent at or above the median score for Grade 7.. 1 Per cent at or above the median score for Grade 8.. 8 Grade 0: 84 pupils. Median score 18 Lowest score 4 Highest* score ;{'J Number at or below the median score for Grade 3.. Number at or below the median score for Grade 4.. T Number at or below the median score for Grade 5.. 20 Number at or above the median score for Grade 7.. 15 Number at or above the median score for Grade S. . 24 Per cent at or below the median score for Grade 3.. Per cent at or below the median score for Grade 4. . 8 Per cent at or below the median score for Grade 5. . 29 Per cent at or above the median score for Grade 7. . 18 Per cent at or above the median score for Grade S. . 29 Grade 7: 89 pupils. Median score 25.3 Lowest score - 2 Highest score 40 Number at or below the median score for Grade 3.. 1 Number at or below the median score for Grade 4. . 3 Number at or below the median score for Grade 5. . 7 Numlier at or below the median score for Grade G.. 21 Number at or above the median score for Grade S. . 59 Per cent at or below the median score for Grade 3. . 1 Per cent at or below the median score for Grade 4. . 3 Per cent at or below the median score for Grade 5.. 9 Per cent at or below the median score for Grade 0.. 24 Per cent at or above the median score for Grade S. . tiO Grade 8: 47 pupils. Median score •' '•! Lowest score 8 Highest score ■♦- Number at or below the median score for Grade 3. . o Number at or below the median score for Grade 4. . 1 Number at or below the median score for Oade 5.. 3 Numl)er at or below the median score for Grade »">.. 12 Number at or below the median score for Gra 7 3 6 3 No. at or below median score for Grade 5 23 21 6 6 5 No.' at or below median score for Grade 6 47 35 25 36 23 No. at or above median score for Grade 8 26 22 37 40 38 Per cent at or below median score for Grade 3.. 9 7 3 6 Per cent at or below median score for Grade 4.. 16 7 3 6 3 Per cent at or below median score for Grade 5.. 2."> 23 6 6 5 Per cent at or below median score for Grade 6.. 52 38 27 39 25 Per cent at or above median score for Grade 8.. 28 24 40 43 41 Grade 8: 49 pupils. Median score •"•••' >''•'' '•■'•' "•" ^^^ Lowest score ^ ' ' ^ Highest score 12 H il 16 44 No. at or below median score for Grade 3 2 o o 2 No. at or below median score for Grade 4 5 o o 2 1 No. at or below nudian score for Grade 5 11 3 I 2 1 No. at or below median score for Grade 6 23 7 II 13 5 No. at or below median score for Grade 7 23 l'. 26 28 19 Per cent at or below median score for Grade 3.. 4 o o 4 Per cent at or below median score for Grade 4.. 10 4 2 Per cent at or below median score for Grade 5.. 22 •'• 2 4- Per cent at or below median score for Grade 6.. 47 14 22 2i> 10 Per cent at or below median score for Grade 7.. 47 ->\ 5.t 5i 38 52 l■s^'».•lll)I.()(;u•Al, and kducath^xai. tksts TABLIC 2!). Showinjj for each test flu- miiubcrs and per cents of pupils at or below the medians for one, two, three, four, or five grades below the grades in which the pupils are, and also the numbers and per cents of pupils at or above the medians for one, two, three, four, and five grades above the grades in which pupils are. Total Number of pupils at Number of pupils at Number of pupils Num- or below the medians or above the medians between median ber Test for grades 1, 2, :>. 4. for grades 1, 2, 3, 4, for grade below of or 'i grades below or 5 grades a'Dove and that for pupils grade above con- cerned 12 3 45 12 345- 424 G-1 I2() 18 - - 75 26 5 - - 223 424 G-2 71 9 1 _ _ (51 7 2 - - 293 424 G-3 86 38 8 - - 81 23 5 - - 257 387 G-4 52 7 0--. 45 7 0-- 290 407 G-5 98 21 6 1 - 120 25 4 1 - 189 218 G-6 39 29 - - - 77 31 - - - 102 222 G-7 37 5 - - - 65 17 - - - 120 520 Addition 167 91 39 14 2 108 40 11 5 1 245 520 Sul>'tion 147 62 18 7 82 24 4 291 520 Mul'tion 151 53 11 3 76 17 1 293 520 Division 212 91 24 8 2 72 11 236 520 Arth'tic 99 28 8 1 84 17 337 • 548 Reading Compre- hension 110 27 6 2 124 35 9 2 286 548 Reading Amount 125 43 11 2 1 168 74 29 17 227 PER CENT 424 G-1 29.7 4.2 0.0 - - 17.7 6.1 1.2 - - 52.6 ^~4 C.-2 16.7 2.1 0.2 - - 14.4 1.6 0.5 - - 68.9 424 G-3 20.3 9.0 1.9 - - 19.1 5.4 1.2 - - 60.6 387 G-4 13.4 1.8 2.1 - - 11.6 1.8 0.0 - - 75.0 407 G-5 24.1 5.2 1.5 0.3 - 29.5 6.1 1.0 0.3 - 46.6 218 G-6 18.0 13.3 - - - 35.3 14.2 222 G-7 16.7 2.3 - - - 29.3 520 .Addition 32.1 17.5 7.5 2.7 0.4 20.7 7.S 2.1 1.0 0.2 47.2 ■.20 Sub'tion 26.4 11.8 3.5 1.4 0.0 15.7 4.6 0.8 0.0 0.0 57.9 520 Mul'tion 29.0 10.2 2.1 0.6 0.0 14.6 3.3 0.2 0.0 0.0 56.4 520 Division 40.8 17.5 7.8 l.C 0.4 13.9 2.1 0.0 0.0 0.0 45.3 520 .Arth'tic 19.0 5.4 1.6 0.2 , 0.0 16.2 3.3 0.0 0.0 0.0 64.8 548 Reading 42.7 7.6 - _ _ 54.0 Compre- hension 20.1 5.0 1.1 0.4 0.0 22.6 6.4 1.6 0.4 0.0 57.3 548 Readinj Amount 22.7 8.0 2.0 0.4 0.2 30.6 13.5 5.3 3.1 0.0 46.7 IN THK PUDMC SCHOOLS OF WINCHESTER 53 Read table, as follows: of 424 pupils considered in connection with Test G-1 at or below the medians of the grade below for each class respectively and separately considered were 126 pupils: at or below the median for two grades below their respective grades were 18 pupils; at or below the medians for three grades below were no pupils. At or above the median for the grade one grade above were 75 pupils; at or al>ove the median for the grade two grades above were 26 pupils; at or above the median for the grade three grades above were "> pupils. Between the medians for the grade one grade below aiid that for the grade one grade above were 22:J pupils, or 52.6 per cent of all. T.\I?LE 30. Showing the scores on Test G-1 and on Test G-2 received by first- grade pupils who were judged by the teachers to be of average in- telligence — receiving grade C liy teachers. Numbers whose scores indicated intelligence that of Lowest 2d Middle 4th Highest Total Fifth Fifth I'ifth Fifth Filth Test G-1 12 '.) 8 'J 7 4o (Numbers) Test G-2 8 (•) 13 s 10 45 (Numbers) Test G-1 26.7 20.0 17.8 20.0 1. •)..■! 100.0 (Per Cent) Test G-2 17. S i:!.:} 28.'J ir.s o» .> 100.0 (Per Cent) 54 psN'Ciioi.oGiCAr, and kducational tests TABLE 31. Sliowing the correlation between (a) the intelligence of pupils as measured by the Stanford-Binet Intelligence Tests (given in terms of the Intelligence Quotient (I. Q.)) and (b) the teachers' judgments concerning the pupils' intelligence (given from E lowest to A highest). 130 cases. Intelligence Teachers ' judgments Quotient E D C B A » Total 50-55 3 - - - - 2 56-60 1 - - 1 - 2 61-65 3 3 3 1 1 11 66-70 1 5 2 - - 8 71-75 2 7 3 1 - 13 76-80 3 4 4 - - 11 81-85 2 4 7 5 2 20 86-90 1 5 3 3 - 12 91-95 1 4 2 1 1 9 96-100 1 3 2 5 2 13 101-105 - 1 1 1 1 4 106-110 - 2 1 2 1 6 111-115 1 - 1 2 3 7 116-120 - - - 2 1 3 121-125 - - - - 2 2 126-130 1 - - - 1 .2 131-135 - - - 2 1 3 136-140 - - - - - - 141-145 - - - - - - 146-150 - - - - 1 1 151-155 _ — _ 1 _ 1 Totals 19 38 29 27 17 130 Read as follows: Of pupils having intelligence quotients between .oC and -55 two were judged by teachers to be in the lowest fifth of their classes in int€!'JS^"ce. Of pupils having intelligence quotients between .56 and .60 one was judged by the teacher to belong in the west fifth of the class and one was judged by the teacher to belong n the next to the highest fifth. Of eleven pupils who had intelligence quotients between .61 and .65 three were judged to belong to the lowest fifth, three to belong to the next to the lowest fifth, three were judged to belong to the middle fifth, one was judged to belong to the next to the highest fifth, and one was judged to belong to the highest fifth. SOUTHERN BKM!Mv_nt, UNIVERSITY OF CALIFORNIA, ^lOSANCflfj> 'mmu^ ^OFCAUFO/?^ ^OfCALIFOft)^ ^\\E■UNIVERS/A -< '^All3AINn]WV^ M-IIBRARYO^^ ,^WE•UNIVER5'/A ^VlMflfJ'^ ^.!/0JnV3dO'^ -5^\SlllBRARYa<;^ -s;^lLIBRARYar A\^EUNIVERS"//, ^lOSANCElfj-^ '/^J13AINn-3Wv '^' '^' ^TiiJONYSOl^ '^/^a3AINn-3WV j^lOSANCElfj*^ '/Ja3AIN0-3WV ^^..OFCALIFO% >;,OFCALIFOff^ ^ o o -< %a3AiNn3WV^ ^;^l•llBRARYQ^ ^^^^l•LIBRARY6>/r ^«!/0JnV3J0' ^tfOdlWDJO-V' ;0FCA1IF0/?^ .\WEUNIVER5'/A ^lOSANCElfj^. ^OFCAIIFO/?^ ^OFCA1IFO% ^j:?i3dnvsoi=<^ %a3AiNa-3W^^ "^Aavaaia^ ^^Aavaaiii^ cr 5^ slOSANCElfx^ ^UIBRARYQr^ ^IIIBRARYQ^ ^\^E■UNIVER5•/^ ^lOSANCElfj> /Ja3AINfl-3\V^ %0JI1V3-J0^ '^