Still he also asserts that failure in studies is not
a cause of elimination to the extent that it is generally supposed to
be. We may gain some advantage for judging the general tendency of the
extended and varied series of percentages above, by computing them in
groups of larger size, thus yielding a briefer series, as follows:
(A CONDENSED FORM OF THE PRECEDING STATEMENT)
No. of Failures 0 1 to 4 5 to 8 9 to 12 13 to 16 17 to 25
Per Cent 68.4 67.6 67.3 63.9 65.7 69.4
Not only do the percentages of non-graduates not increase relatively as
the numbers of failure go higher, but there is a slight general decline
in these percentages until we reach '17 or more' failures per pupil.
Then for '17 to 25' failures per pupil there is an increase of only 1
per cent over that for failures. The number of failures does not seem
directly to condition the pupil's ability to graduate or to continue to
in school.
5. TIME EXTENSION FOR THE FAILING GRADUATES
We shall now inquire further what extension of time for graduating
characterizes the failing graduates in comparison with the non-failing
ones.
The distribution according to the period for graduation for the 1,936
pupils who graduate was shown by the summary lines of Table VIII. In
the same table the non-failing graduates are included (but distinct).
No pupil graduates in less than three years and none takes longer than
six years; 9.
Pages:
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104