The Intelligence of School Children How Children Differ in Ability the Use of
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Van Denburg's 1000 pupils were rated by their teachers on ability shortly after they entered upon the 1 King, Irving, The High School Age (Dodd, Mead & Co. , 1914), p. 196.
DIFFERENCES IN HIGH-SCHOOL PUPILS 89 first semester's work. Three grades were used: "high, " "average, " and "low. " Of those rated "low " 50 per cent dropped out in one half year or less; of those rated "average, " 50 per cent dropped out within one and one half years; of those rated "high, " 50 per cent remained for three ...years or more. The marks given these pupils at the end of the first term proved also to have great value as an index of future elimination. The median expectancy for those secur- ing various marks was as follows: Average of 1st term's Time during which 50 per marks (per cent) cent remained in school 0-49 year 50- 59 1 " 60- 69 1| years 70- 79 2 " 80-100 4 " There can be but one conclusion from facts like those v we have just cited: high-school elimination is very selec-/ live. Although there are many individual exceptions, the pupils who drop out are in the main pupils of in- ferior ability.
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To quickly assess the difficulty of the text, read a short excerpt:
Van Denburg's 1000 pupils were rated by their teachers on ability shortly after they entered upon the 1 King, Irving, The High School Age (Dodd, Mead & Co. , 1914), p. 196.
DIFFERENCES IN HIGH-SCHOOL PUPILS 89 first semester's work. Three grades were used: "high, " "average, " and "low. " Of those rated "low " 50 per cent dropped out in one half year or less; of those rated "average, " 50 per cent dropped out within one and one half years; of those rated "high, " 50 per cent remained for three ...years or more. The marks given these pupils at the end of the first term proved also to have great value as an index of future elimination. The median expectancy for those secur- ing various marks was as follows: Average of 1st term's Time during which 50 per marks (per cent) cent remained in school 0-49 year 50- 59 1 " 60- 69 1| years 70- 79 2 " 80-100 4 " There can be but one conclusion from facts like those v we have just cited: high-school elimination is very selec-/ live. Although there are many individual exceptions, the pupils who drop out are in the main pupils of in- ferior ability.
What to read after The Intelligence of School Children How Children Differ in Ability the Use of?
You can find similar books in the "Read Also" column, or choose other free books by Terman Lewis Madison to read onlineMoreLess
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