2450 $2753 _ Bulletin of the Department of Secondary-School Principals of the National Education Association Issued Five Times a Year — January, March, April, May, and October JANUARY, 1930 Entered as second-class matter, December 29, ling t pedal rate of page, prvide | the Act of August 24, 1912. Acceptance for mailing at rate of postage, P fein Section 412, Act of February 28, 1925, au March 30, 1 Bulletin Number 29 Secondary-School Studies The Department of Secondary-School Principals of the National Education Association } | H. V. CHURCH, Executive Secretary 3129 Wenonah Avenue, Berwyn, Illinois | 3 | | Bulletin of the Department of Secondary-School Principals of the National (Education Association -- Issued Five Times a Year January, March, April, May, and October JANUARY, 1930 Secondary-School Studies BULLETIN NUMBER 29 All communications for secondary-school administration abstract service should be directed to H. V. Church, 3129 Wenonah Avenue, Berwyn, Illinois; J. Sterling Morton High School, Cicero, Illinois, Executive Secretary of the Department of Secondary-School Principals of the National Education Associa- tion. These abstracts are free to all members of the Department of Secondary- School Principals of the National Education Association. i ite Officers | N D 7 Department of SECONDARY-SCHOOL PRINCIPALS of the NATIONAL EDUCATION ASSOCIATION 1929-1930 OFFICERS President: Second Vice President: Mito H. Stuart W. F. Warren Principal of Arsenal Techni- Principal of High School cal High School Durham, North Carolina Indianapolis, Indiana : Executive Secretary: First Vice President: H. V. Cuurcu M. CHANNING WAGNER Superintendent of J. Sterling Principal of High School Morton Schools Wilmington, Delaware Cicero, Illinois EXECUTIVE COMMITTEE J. Srevens KapescH Joun W. Harseson Head Master of High School Principal of Junior College Medford, Massachusetts Pasadena, California ArtTHuR M. Seyzoip Principal of Thomas Jefferson, Junior High School, Cleveland, Ohio Officers of the National Honor Society of Secondary Schools NATIONAL COUNCIL President: Secreary: Epwarp RyNEARSON ; H. V. CuHurcu Director of Vocational Guid- Superintendent of J. Sterling ance, The Administration Morton Schools Building, Bellefield Avenue at Cicero, Illinois Forbes Street ; M. R. McDanieEL Pittsburgh, Pennsylvania Principal of Oak Park and Ri ark and River Wa ter F. Downey Forest Township High School Headmaster of English High Oak Park. Illinois School ' Boston, Massachusetts MERLE PRUNTY L. W. Brooks Superintendent of Schools Director of Secondary Education Tulsa, Oklahoma Preis yo WiiuaM E. Wine HARLES E. KEYES ae ; , Principal of Oakland High ie mn g al of Deering High Oakland, California, School Portland, Maine ArTHuR M. SeyBoip Principal of Thomas Jefferson H. V. Kepner Junior High School Principal of West High School Cleveland, Ohio Denver, Colorado GIFT) ASSOCIATION DEC 12 1933 4 : Z f f 2 iq SECONDARY-SCHOOL STUDIES Secondary-School Studies On September 15, 1929, the following letter was sent by the chair- man of the Committee on Organization of Investigations in Secondary Education to about one hundred and fifty principals of secondary schools: At a meeting of the Committee of the Department of Secondary- School Principals which is listed on this letter-head it was decided to extend the scope of the project which was inaugurated last year. Some thirty groups of high-school principals carried on co-operative investi- gations last year. The topic most commonly selected by these groups was the relative efficiency of large and small classes. For the coming year it is hoped to secure the organization of a number of new groups and to continue the activities of all of the groups which were organized last year. The committee also decided to suggest several new lines of work and to supply the centers with bibliographies prepared by the members of the committee. A statement of the topics proposed and the bibli- ographies are enclosed. (See pp. 21-31.) The committee is anxious to secure reports of the work of the various groups and is making arrangements to publish such reports in the bulletins of the Department. This letter is being sent to about 150 principals who, it is hoped, will be able to undertake the organization of groups. In some cases this means merely continuation of an organization which is already in existence. In other cases it means starting a new organization. It is possible in almost all parts of the country to bring together as fre- quently as once a month administrative officers of from five to twenty high schools. It is urged by the committee that this be done wherever possible and that groups of the type suggested begin a definite experi- mental co-operative attack on some problem of the kind suggested in the enclosed document. The committee of the Department is anxious to keep in contact with all the groups. It will be glad to receive from the leader of the group an account of the personnel of the organization and any publish- able material which results from the investigations undertaken. Such communications sent to the chairman will be used to the advantage of the members of the Department. Very truly yours, Cuar.es H. Jupp, For the Committee. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS The Committee on Organization of Investigations in Secondary Education recommends to groups of principals that they undertake co- operative investigations during the year of some single topic. The national inquiry to be conducted by the Bureau of Education will undoubtedly make exacting demands on the high-school principals of the country in the next few years and it will be essential to the success of that inquiry that every request for information be met promptly and efficiently. There can be no doubt that organized groups of principals will be able to assist the Commissioner of Education more effectively than isolated individuals. Co-operation with the national inquiry may in the future delay somewhat investigation of special problems selected at this time but groups are urged to undertake special investigations even though they may be temporarily side-tracked later. Concrete suggestions are offered by the committee not with the idea of limiting the work of groups but with a view to securing somewhat comparable materials from different sections of the country. Some of the groups may have local problems on which they can work more advantageously than on the general problems here outlined. The following topics are described in the hope of helping those groups which are ready to take up general problems. I. A study of large and small classes. The original state- ment sent to groups organized in 1927-28 is reproduced herewith. Extracts from reports rendered by some of the groups are to be found in Bulletin No. 25 of the Depart- ment, pages 52-61. A bibliography is included herewith on later pages. The original statement is as follows: “Each principal should organize at least one large class and should visit it at least three times a month for a full session each time with a view to discovering the methods of work which are appropriate and successful in dealing with large classes. Tests of classes should be made and comparisons should be made between large and small classes. The numbers of a particular group should report their findings to one another for several months and should then formulate a general report based on their discus- sions,” II. Induction into effective service of new teachers in your school. This topic is intended to suggest the careful analysis of practices in different high schools in training teachers (whether they have had earlier experience or not) in the methods and ideals of a given school. Even where teachers have taught in other schools, it is commonly nec- essary to acquaint them with the curriculum and modes of discipline and general organization of the school which they are now entering for the first time. The principal must also devise legitimate means of checking the work of teachers and evaluating this work so as to determine the degree of its success or otherwise. The principal has methods of conferring with individual teachers or groups 4 SECONDARY-SCHOOL STUDIES Ill. IV. of teachers and has methods, also, of keeping records of the progress made by an individual teacher. These and other devices should be discussed. A group of principals can, through discussion and subsequent experimentation, come to a determination of the methods which are most successful in dealing with new teachers. A bibliography is supplied. Merits and demerits of ability grouping of pupils. This suggestion is intended to raise the general question of the effects of homogeneous grouping on instruction. It is intended, also, to induce the discussion groups to compare the various methods by which individual principals classify students in order to produce homogeneous groups. Other questions which will naturally arise have to do with methods of instruction. Should the slower group have the same curriculum administered to it as is administered to the fast group? How should the marks awarded to the various groups be adjusted? Other questions relating to ability grouping will suggest themselves in addition to those already mentioned. A bibliography is supplied. Special problems for small high schools. It is to be hoped that some of the discussion centers will develop in communities where the high schools are too small to deal with such items as I and III mentioned in the foregoing statements. Small high schools have a limited curriculum. Teachers must of necessity deal with more subjects than do teachers in the larger high schools. These and other problems of the small high school undoubtedly call for serious attention on the part of state departments as well as individual principals. They are of great importance in view of the fact that a great majority of the high schools of the country are small high schools. A bibli- ography is supplied. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS Studies in Class Size Class Size in Senior American History Conducted by Mk. L. S. BLooMFIELD in John Adams High School, Cleveland, Ohio. This experiment concerns a phase of class size in which there seems to be a wealth of unsubstantiated opinion and a dearth of definite figures upon which to base an opinion. Primarily it is as much of an experiment in the field of school administration as it is in the field of instruction. We submit the accompanying table of figures covering a semester’s observation and recording of marks. Ostensibly these figures show comparative marks of a large and a small class and are entirely of an objective nature. The main question which these figures present is, what relation does the size of a class have to the amount of objective information which the pupils acquire. Let it be said that the bogey of time-honored precedence has been strongly against the large class, so one is immediately thrown upon the offensive in presenting a study of this sort. However, in collecting these figures we hold no brief for the cause of the large class or for the cause of the small class. More study is needed. If efficiency and the economics of the case transcend the sentimental and traditional, the latter must as an intelligent consequence give way. THE SET-UP OF THE CLASSES The difficulties of this experiment were not great in the matter of relating the two constants, size of class and subject matter, but rather in the matter of eliminating the many variables and subjective elements. The inaccuracy and inadequacy of any such figures presented lie in these variables and subjective elements. The major incentive to a study of large class instruction is the economic one, as to whether an instructor’s pupil-load may be increased with no impairment in the quality of instruction. We would emphasize especially that this experiment was conducted along with a full teach- ing load, for otherwise, the experiment would have been under abnormal conditions and subject to the criticism that by reason of a shortened pro- gram the instructor could devote more than the allotted time to the classes under observation. In such a case there would be no economy effected and the validity of the experiment would straightway be in question. Inevitably with the large class there would be additional clerical work in conjunction with the objective tests. For the purpose of this work a student assistant was used to the extent cf about five hours a week. It will be seen, then, that the large class was not so much an experimental class at all but an actual class, included in the full teaching load of the instructor. Two groups were initially chosen, a group of 30 and one of 55, the large class meeting the sixth and the small class the seventh period in the day, in the same room and with the same instructor. This arrangement assured, to as large a degree as was possible, similar physical 6 meee. oO 24 LIA Ss Dod A ed we) ed ed) a) ed) ed) ed) a | Se! SECONDARY-SCHOOL STUDIES and instructional conditions. We would rather believe for senior students that the slight difference in the time of class meeting was negligible. Next, both classes were given two tests, the Terman Intelligence Test and a general test in American History. The first was of the reg- ular type and needs no further comment, the second, prepared by the instructor, was a composite mimeographed test composed of true and false statements, single response, chronological arrangement, multiple choice, and matching elements, each part weighed equally for scoring. The object in giving these tests was to measure the two important variables, native intelligence and the previously acquired knowledge of the subject. With these results in hand the thirty pupils of the small class were matched pupil by pupil with thirty pupils in the large class, with the same or as near as it was possible the same score in their Terman Test and in the General American History Test. The scores, therefore, for the large class as shown in Table II are for the TABLE I Test Results for Large and Small Classes Large Class Small Class (30) ¥. i. Vv. §.* Terman Test 105* 105 0 0 General Test A 61 61 0 0 Test No. 1 53 48 5 0 Test No. 2 55 58 0 3 Test No. 3 50 53 0 3 Test No. 4 60 58 2 0 Test No. 5 52 48 + 0 Test No. 6 56 53 3 0 Test No. 7 55 59 0 4 Test No. 8 52 49 3 0 Test No. 9 63 61 2 0 True and False Test No. 1 23 23 0 0 True and False Test No. 2 68 65 3 0 True and False Test No. 3 78 78 0 0 General Test A (repeat) 80 79 1 0 Average all Tests (13) ! 57.3 56.3 1 0 *Mean given for all tests. **V.L. is variation of large class over small class and V.S. is the variation of the small class over the large class. thirty pupils out of the fifty-five who were compared with the small class. As will be observed, the means of the scores in both tests are identical and would therefore give a relatively sound basis upon which to proceed with the experiment. SO) ehh ne BOR op? DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS TABLE II Rating of Sixty Paired Pupils on Intelligence Quotients and Achievement Test Scores Selected from Large and Small Classes. Entire Small Class Thirty Selected Pupils of Large Class Pupil LQ. Test LQ. Test Pupil 1. 102 55 102 47 31 2. 113 57 114 64 32 3. 105 71 104 71 33 4. 96 50 92 48 34 5. 109 75 109 70 35 6. 117 70 117 71 36 7. 104 60 105 63 37 8. 100 43 100 41 38 9. 100 49 100 47 39 10. 109 71 109 71 40 11. 118 78 118 $1 41 12. 108 77 107 77 42 13. 108 81 109 83 43 14. 113 58 111 64 44 15. 92 33 94 34 45 16. 113 74 111 74 46 17. 100 64 96 64 47 18. 108 59 107 56 48 19. 101 57 100 59 49 20. 104 57 107 63 $0 21. 102 48 101 41 51 22. 91 44 98 44 $2 23. 102 70 102 74 $3 24. 100 79 108 79 54 25. 113 57 111 52 55 26. 109 50 109 52 56 27. 104 57 104 55 57 28. 113 72 114 73 58 29. 98 58 96 57 59 30. 100 72 100 72 60 Average 104.7 64.5 105.2 64.5 PROCEDURE At regular intervals of two weeks the pupils were given composite tests prepared by the instructor and based largely upon the text. These tests were mimeographed and of rather comprehensive extent. They were of four parts, true and false, single response, chronological, and multiple choice, weighted for grading 2-1-1-1 respectively. As noted on the table, three true and false tests were interspersed during the experi- ment and at the end of the semester the longer initial test was given again to the pupils, totalling for the experiment thirteen tests or a grand total of 780 test papers. These two classes conducted by the same instructor were given the same collateral readings, the same oral reports, and the same map and chart work. The recitations were conducted along the same lines; question, answer, and discussion type. There was no attempt to make the large class a lecture class and in both classes there was an attempt to avoid special individual attention either to the poor or to the good students in order the better to preserve the equality and parity of in- struction between the two sections. Above all the instruction was made as near a constant as possible. SECONDARY-SCHOOL STUDIES The scope of this experiment may not admit of dogmatic or de- finitive conclusions but nevertheless we venture these few suggestions: 1. CONCLUSIONS The need of more statistical information for the verifica- tion of assertions. There does not seem to be a very extensive literature upon this subject as related to secondary-school education. From an examination of these marks there clearly is no appreciable difference in the attainment of pupils in the large class with those in the small class. We rather be- lieve that the large class, ipso facto, forces the student to a greater reliance upon himself and to less reliance upon the instructor. We suggest that a more suited technique of instruction could be developed for large class instruction. In a period of increasing school costs any plan proposing to decrease rising costs merits further study and experi- mentation from the administrative point of view. The re- sults of this experiment seem to indicate one avenue toward decreasing the cost of instruction. Die ee ee ea DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS A Report on the Large Class in the Constitution Wichita High School East Reported by L. W. Brooks, Director of Secondary Education, Wichita, Kansas A large class in the Constitution was formed at the beginning of the second semester of the school year 1928-29. Ninety-three pupils, unselected, were actually in attendance during the term. This class was conducted in a lecture room which made for compactness, but rendered efficient study difficult. The instructor had the invaluable aid of an assistant, a senior from Wichita University who was doing observation work. She kept the attendance, answered the phone, checked notebooks, graded papers, and recorded grades. The text used in this course was GOVERNMENT AND POLITICS IN THE UNITED STATES by Guitteau, supple- mented by Norton’s THE CONSTITUTION OF THE UNITED STATES. The course was outlined and copies of these outlines were put into the hands of the pupils as the work progressed. Each pupil was required to keep a notebook into which he placed the information called for in the outline. These were checked at intervals of about six weeks. The class period was sixty minutes in length. Five to ten minutes at the beginning were devoted to the advanced assignment. About thirty-five minutes were spent in the consideration of the day’s lesson. The general plan was an informal lecture from the instructor, interspersed with questions to the brighter and bolder pupils, with special emphasis placed upon those parts which were most difficult. The pupils were given opportunity to ask questions and these were submitted to the consideration of the class before being explained by the instructor. Grades for the course were based largely upon written tests. These were given about once per week and consisted of mimeographed statements to be completed with a word or brief phrase. Due to the proximity of the pupils, it was necessary to make two sets of tests on separate sheets. These were passed out alternately to the thirteen rows, and when completed, they were passed in and the papers were then passed out again, but this time each pupil receiving the sheet which his neighbor had before. This scheme was appreciated by the pupils themselves and proved to be very satisfactory. These tests were what might be called cumulative, that is, the pupils understood that each test would contain not only questions over recent work but questions taken from preceding tests. This was an incentive to check and correct mistakes when papers were returned. The weekly tests were graded by the pupils. The papers were distributed and each pupil was required to write his own name on the paper which came into his possession. The answers were then 10 SECONDARY-SCHOOL STUDIES read by the instructor and the students advised how to determine the score. The distribution of papers was varied so that the same paper would not be received by the same pupil each time. This was a very satisfactory method of grading as it saved the instructor much clerical work giving more time for preparation and at the same time enabled the pupil to learn the correct answers to the questions. Four times during the semester a general test, furnished by the Social Studies department, was given. This was largely objective and was graded by the instructor. To facilitate the work, routine methods of gathering and dis- tributing papers were developed and two pupils were trained to handle this phase of the procedure. The Large Class versus The Small Class By The Laboratory Method L. W. Brooks, Director of Secondary Education, Wichita, Kansas This is a description of a piece of experimental work that was conducted in the senior high school of Wichita, Kansas, during the school year of 1928-1929. The study was made with two groups of the high junior class in English composition and grammar. ‘Two classes of unselected pupils were paired for this experiment. No attempt was made to rate the pupils on their ability in composition or grammar, nor was any consideration taken of their previous work in English of any kind. The large class enrolled eighty; the small class enrolled twenty pupils. Problem.—The object of this study was to determine whether or not the size of the class is a significant factor in teaching composition by the laboratory method. The plan of the work.—The entire work of the semester was placed in the hands of the pupil at the beginning of the semester. The course consisted of eighty-five lessons each of which is divided into a First Try and a Second Try. If a pupil completed the First Try with no more than three minor errors, he was not required to take the Second Try’s; in this way a premium was placed on accuracy in work, The teacher gave an explanation over a block of ten lessons; then each pupil worked at his own speed and checked his own lessons by self checking devices. A pre-test in mechanics and grammar usage was given at the beginning of the term and the same test was given at the close of the term. An objective test on the daily work was given at the end of each block of ten lessons. The Terman Group Test of Mental Ability for Grades 7 to 12 was given to determine what might be expected of each individual. This test disclosed that the median of the large class was 141 points, and that of the small class was 154 points. Both groups were above the median of 138 points which is the median for eleventh grade pupils. The class periods were 55 minutes in length, and the classes met five times a week. 1] PT i ml iis RE Ty DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS The results were as follows: Table I. The Standing of the Large Class at the End of the First Term of Six Weeks. No. of lessons completed 30 27 24 22 20 18 15 No. of pupils completing 41 3 6 69 2 4 lessons The Standing of the Small Class at the End of the First Term of Six Weeks. No. of lessons completed 32 30 25 24 18 No. of pupils completing 3° sol 1 + 1 lessons The reader will note that the range of lessons completed is about the same in both groups; in the large class sixty percent of the class had completed the required thirty lessons; in the small class seventy percent of the class completed the required thirty lessons. This fact, however, cannot be attributed to the size of the class since the Terman Group Test disclosed that the median of the small class was thirteen points higher than that of the large class. Table II. The Standing of the Large Class at the End of the Second Term. No. of lessons completed ....58 58 56 55 54 53 52 51 50 50 47 43 37 25 20 No. of pupils com- pleting lessons. 3 2 726 310 3 22221641 «41 The Standing of the Small Class at the End of the Second Term. No. of lessons completed .............+: 55 54 53 52 51 50 48 46 No. of pupils completing lessons ......... 7432414141@~«21 The second table shows that the range is approximately the same with perhaps more work done by the large class. The block of work to be completed included fifty-five lessons; thirty-eight of the pupils, or fifty percent, had completed that much or more in the large class; in the small class only thirty-five percent of the class had completed the assigned amount, and none had gone beyond that amount. At the end of the semester four more pupils had withdrawn from the large class leaving then only sixty-seven pupils; in the small class there were still twenty pupils. In the large class, fifty-four or eighty percent completed the work with passing grades, and thirteen pupils, or twenty percent failed. The scores made in the Terman Group Test show that out of the thirteen who failed in the large class seven had scores below the median for eleventh year pupils; in the small class the one pupil who failed had a score in the Terman Test 30 points below the median for eleventh grade pupils. 12 SECONDARY-SCHOOL STUDIES The small class had ten percent of 4 grades, while the large class had only six percent of 4 grades; but again this cannot be at- tributed to the size of the class since the median was higher in the small class. The writer draws the general conclusion that mental ability being somewhat on the same level, a class of seventy-five or eighty can be as successfully handled by the laboratory plan of instruction as can a class of twenty. SUBJECT FAILURES BY SCHOOLS FOR SEMESTER ENDING, JUNE, 1929 This report was made to the Judd Club, December 10, 1929, on Subject Failures for the Semester Ending, June, 1929. School | 1° | yl |; @& | 5° | oe =6|~ 67 A 3815 292 121 125 7.6 10.8 14.1 B 2180 180 44 38 8.2 10.2 12.0 C 1017 23 15 17 2.3 3.7 5.4 D 3978 355 176 316 8.9 13.3 21.2 E 1357 123 37 56 9.1 11.7 15.9 F 5338 243 101 163 4.5 6.2 9.5 G 12106 1344 497 689 11.1 15.2 20.8 H 947 99 53 25 10.5 16.0 18.7 I 2177 189 32 30 8.6 10.1 11.5 J 6121 340 140 321 5.6 7.8 13.1 K 4426 264 43 63 5.9 6.9 8.3 L 1358 123 37 61 9.0 11.7 16.2 M 18975 539 400 855 2.8 4.9 9.4 N 6592 395 125 105 6.0 7.9 9.5 oO 9804 987 290 210 10.0 13.0 15.1 P 4745 193 34 96 4.1 4.8 6.8 Q 2111 27 7 10 1.3 1.6 2.0 R 846 28 17 16 3.3 5.3 7.2 S 3063 146 51 111 3.2 4.2 8.5 Total | 90956 | 5890 | 2183 | 3307 | 6.5 8.8 | 12.5 *1. Column 1—Total subject enrolments for semester by schools. 2. Column 2—Total number of subject failures enrolled at end of semester. . Column 3—Number of pupils withdrawn during semester who were failing at time of withdrawal. . Column 4—Number of pupils withdrawn during semester who were passing at time of withdrawal. . Column 5—Percentage of pupils having subject failures for semester. . Column 6—Percentage of subject failures and withdrawals failing at time of withdrawal. . Column 7—Percentage of subject failures and withdrawals. wo Nv AW 13 Ao terete ae ee eee ae DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS SUBJECT FAILURES OF SENIOR CLASSES a a a ce ee ee ee Get ee Ge B 384 D 1 0 1.3 1.6 1.6 Cc 271 3 2 2 1.1 1.8 2.5 E 144 7 4 10 4.2 7.6 14.6 F 868 10 9 18 1.2 2.2 4.3 G 1430 72 46 71 5.0 8.3 13.2 H 57 2 0 2 3.5 3.5 7.0 J 734 22 22 21 3.0 6.0 9.0 N 811 11 8 5 1.4 2.3 3.0 O 1555 16 36 22 4.9 7.2 8.6 P 473 il 1 2 0.2 0.4 0.8 Q 415 2 0 0 0.4 0.4 0.4 R 160 0 0 0 0 0 0 S 240 0 5 5 0 1.1 4.4 Total | 7542 | 214 | 134 | 158 | 28 | 4.6 | 6.7 SUBJECT FAILURES OF JUNIOR CLASSES School | 1 | 2 | 3 | + | 5 | 6 | 7 B 384 36 9 7 9.4 11.7 13.5 Cc 270 11 7 10 4.1 6.7 10.0 E 177 9 0 6 $.1 5.1 8.5 F 1353 66 31 42 4.9 7.2 10.3 G | 2593 311 102 99 12.0 15.9 19.7 H 231 27 18 7 11.7 19.5 | 22.5 J 1227 70 13 69 5.5 6.8 12.4 N 1867 101 23 28 5.4 6.6 8.1 O 1248 68 34 36 5.4 8.2 | 11.1 P | 961 32 6 19 3.3 4.0 5.9 Q- | 461 6 4 4 1.3 2.1 3.0 R | 176 7 2 2 3.9 5.1 6.3 S 615 18 3 26 2.5 2.9 6.7 Total | 11563 | 762 | 252.| 355 | 6.6 | 8.7 | 01.9 SUBJECT FAILURES OF SOPHOMORE CLASSES School | 1 | 2 | 3 | 4 | 5 | 6 | 7 B 728 46 23 20 6.3 9.5 12.2 Cc 235 6 5 5 2.6 4.7 6.8 E 446 44 6 14 9.8 11.2 14.3 F 1527 92 41 43 6.0 | 8.7 11.5 G | 3190 409 181 200 12.8 18.5 24.8 H 326 35 9 8 10.8 13.5 15.9 J 1611 102 37 99 6.3 8.6 14.7 N 2014 152 48 29 7.5 9.9 11.4 O 2900 394 94 66 13.5 16.8 19.1 P 1279 43 9 295 3.4 4.1 6.4 Q 554 3 2 5 0.5 0.9 1.8 R 231 7 0 3 3.0 3.0 4.3 S 655 43 7 17 5.1 7.0 12.5 Total | 15696 | 1376 | 462 | 804 | 8.8 | 21.7 | 16.8 SECONDARY-SCHOOL STUDIES SUBJECT FAILURES OF FRESHMAN CLASSES School i a So ee -~ | & F 6 7 B 684 93 11 11 13.5 15.2 16.8 Cc 241 3 1 0 1.2 1.7 1.7 E 590 63 27 31 10.1 15.3 20.5 F 1735 86 31 64 4.9 6.7 10.4 G 4893 552 168 319 11.3 14.7 21.2 H 333 35 26 8 10.5 18.3 20.7 J 2254 146 68 114 6.5 9.4 14.5 N 1900 131 46 43 6.8 9.3 11.5 O 4101 449 126 86 10.9 14.0 16.1 P 2032 117 18 45 5.8 6.7 8.9 Q 681 16 1 1 2.3 2.5 2.6 R 279 14 15 11 5.0 10.4 14.3 S 1001 77 25 37 8.1 9.7 12.6 Total | 20724 | 1782 | 563 | 770 | 8.6 | 41.3 | 15.0 SUBJECT FAILURES OF ENGLISH DEPARTMENTS School | 1 | 2 -.) «- ¢ © 6 6 | 7 A 1029 67 33 32 6.5 9.7 12.8 B 597 54 12 9 9.0 11.1 12.6 Cc 241 2 2 5 1.2 1.7 3.7 D 899 97 49 63 11.1 16.6 23.3 E 340 20 15 14 5.8 10.2 14.4 F 1192 63 29 39 5.3 7.7 10.9 G 2259 212 89 117 9.4 13.3 18.5 H 877 72 17 16 8.2 10.1 12.0 I 577 97 13 4 16.8 19.0 19.7 J 1319 85 20 55 6.4 8.0 12.1 kK 986 77 9 15 7.8 8.7 10.2 L 349 20 15 14 5.7 10.0 14.0 M 4320 254 121 158 5.9 8.7 12.3 N 1494 69 19 21 4.6 5.9 7.3 re) 3027 276 76 66 9.1 11.6 13.8 P 974 53 3 17 5.4 5.7 7.5 Q 438 4 3 1 0.9 1.1 1.8 R 214 7 4 3 3.3 5.1 6.5 s 578 27 11 19 3.1 4.8 7.3 T 369 37 15 12 10.0 14.0 17.3 V 484 63 5 9 13.0 14.0 15.9 w 383 20 20 18 5.2 10.4 15.1 Total | 23245 | 1689 | 605 | 707 | 7.3 | + +9.9 | 12.9 15 eS LM enti eee 2%) S Rik cy Aaah. fe DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS SUBJECT FAILURES OF SOCIAL SCIENCE DEPARTMENTS ~ i a it ae a ee ae oe a 7 A 379 34 8 8 8.9 11.0 13.1 B 493 33 8 7 6.7 8.5 9.7 Cc 164 12 6 4 7.3 11.0 13.4 D 472 20 13 30 4.0 7.0 13.0 E 1430 14 12 15 3.2 6.0 9.5 F 685 21 4 13 3.0 3.6 5 G 1635 205 70 70 12.5 16.8 1 H 739 64 14 8 8.7 10.6 6 I 373 22 2 1 5.9 6.4 7 J 1114 69 33 57 6.2 9.2 3 K 618 21 9 16 3.3 4.8 4 L 383 13 11 14 3.3 6.2 9 M 4521 81 102 251 1.8 4.0 6 N 1074 82 27 21 7.6 10.1 a O 1767 154 68 38 8.7 12.5 7 P 425 2 0 15 0.5 0.5 0 Q 339 4 2 2 1.2 1.7 3 R 152 4 1 0 2.6 3.3 3 S 217 7 6 4 4.1 7.7 9 | 15984 | 862 | 396 | 574 | 5.4 | 7.9 | 11.4 SUBJECT FAILURES OF MATHEMATICS DEPARTMENTS School | 1 | 2 | 3 | 4 | 5 | 6 | A 465 42 11 13 9.0 11.3 1 B 292 25 9 4 8.5 11.6 0 Cc 121 5 3 3 4.1 6.6 A D 653 78 37 45 1.2 1.8 5 E 290 75 5 18 25.8 27.5 7 F 690 51 20 16 7.3 10.2 6 G 2039 297 102 85 14.6 19.6 7 H 512 44 9 7 8.6 10.4 7 I 342 41 5 7 12.0 13.8 5 J 580 39 16 36 6.7 9.5 7 K 669 47 6 8 7.0 7.9 . L 260 64 5 16 24.6 26.5 6 M 1279 42 34 49 3.3 5.9 8 N 1177 102 32 18 8.7 11.4 9 oO 2055 317 84 49 15.5 19.6 9 P 371 43 5 9 11.6 12.9 ‘ Q 319 3 1 4 0.9 1.2 : R 128 3 4 6 2.3 5.4 s 413 33 9 11 6.1 7.2 | 12655 | 1351 | 397. | 404 | 10.6 | 13.8 | SECONDARY-SCHOOL STUDIES SUBJECT FAILURES OF FOREIGN LANGUAGE DEPARTMENTS School | 1 2 3 | + } 5 | 6 7 A 613 64 19 6 10.4 13.5 14.5 B 313 21 6 1 6.7 8.9 9.3 Cc 77 1 0 0 1.3 1.3 1.3 D 310 29 9 24 0.9 1.2 2.0 E 56 8 2 3 14.2 17.8 23.2 F 445 26 8 7 5.8 7.6 9.2 G 2474 296 108 97 11.9 16.3 20.2 H 326 31 2 4 9.5 10.1 11.1 I 455 58 4 5 13.0 13.9 14.7 J 423 34 27 25 8.0 14.4 20.3 K 617 63 5 6 10.2 11.0 12.0 L 56 ‘8 2 3 14.3 17.9 23.2 M 1337 21 28 41 1.6 3.7 6.7 N 1365 98 26 15 7.1 9.0 10.1 O 2025 193 41 28 9.5 11.5 12.1 P 488 33 2 1 6.8 7.2 7.4 Q 411 15 1 1 3.6 3.9 4.1 R 74 2 2 1 2.7 5.4 6.8 S 453 40 8 7 6.0 7.2 8.1 Total | 12318 | 1041 | 300 | 275 | 8.4 | 10.8 | 13.1 SUBJECT FAILURES OF SCIENCE DEPARTMENTS School | 1 | 2 | +3 =| 4 ed ae Oe A 343 24 11 11 7.0 10.0 15.0 B 168 15 1 0 8.9 9.5 9.5 Cc 170 2 4 4 1.2 3.5 5.9 D 397 38 30 28 0.9 1.7 2.4 E 214 5 1 10 2.3 2.8 7.8 F 866 29 15 23 G 1322 139 50 62 10.5 14.3 19.0 H 202 19 5 2 9.4 11.9 12.9 I 369 19 8 3 5.1 7.3 8.1 J 529 29 15 16 5.5 8.3 11.3 K 483 24 5 5 5.0 6.0 7.0 L 218 6 1 10 2.8 3.2 7.8 M 2225 40 60 90 1.8 4.5 8.5 N 572 17 10 7 3.0 4.7 5.9 O 1545 86 32 33 5.5 7.7 9.9 P 790 35 2 16 4.4 4.7 6.7 Q 325 1 0 0 0.3 0.3 0.3 R 120 4 5 4 3.3 7.5 10.8 s 407 13 4 14 2.9 3.3 5.0 Total | 11265 | 545 | 259 | 338 | +48 | #7. | 10.1 17 i ee a ae Sra es ee <2 ee tee PN te re te ip 2 n a < =) 3) 5 & Ay g = 3) 7) > < a v4 ro) s} me na i ) b vA Q = & ee < is & 2) SUBJECT FAILURES OF MODERN LANGUAGE DEPARTMENTS — = Stosgegrnvages Lu) te NOONSCCHAADAE ROH “~ Ss - ~~? 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