The number of
drop-outs does not tend to increase as the number of failures per pupil
increases.
The time period for graduating ranges from three to six years, with
approximately 79 per cent of all graduates finishing in four years or
less. The failing graduates take, on the average, a little longer time
than the non-failing, but not an increase that is proportionate to the
number of failures.
The boys and girls present no striking differences in the facts of
Chapter IV.
REFERENCES:
33. Wooley, H.T. "Facts About the Working Children of Cincinnati,"
_Elementary School Teacher_, Vol. XIV, 135.
34. Caldwell, O.W. "Laboratory Method and High School Efficiency,"
_Popular Science Monthly_, 82-243.
35. King, Irving. _The High School Age._
36. Book, W.F. "Why Pupils Fail," _Pedagogical Seminary_, 11:204.
37. Bronner, A.E. _The Psychology of Special Abilities and
Disabilities_, p. 6.
38. Lewis, W.D. _Democracy's High School_, pp. 28, 37.
39. Hanus, P.H. _School Aims and Values._
40. Russell, J.E. "Co-education in High School. Is It a Failure?"
Reprint from _Good Housekeeping_.
41. Dotey, A.I. _An Investigation of Scholarship Records of High School
Pupils_. High School Teachers Association of New York City. Bulletins
1911-14, p. 220.
CHAPTER V
ARE THE SCHOOL AGENCIES EMPLOYED IN REMEDYING FAILURES ADEQUATE FOR THE
PURPOSE?
The caption of this chapter suggests the inquiry as to what are the
agencies employed by the school for this purpose, and how extensively
does each function? The different means employed and the number
attempting in the various ways to satisfy for the failures charged are
classified and stated below, but the success of each method is
considered later in its turn.
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