The Psychological Clinic Copyright, 1910, by Lightner Witmer, Editor.
Vol. IV.
March
]STo. 1.
15,
1910.
WHAT CAN AND DO SCHOOL REPORTS SHOW ? By Roland P.
In
Public Gulick
Ph.D.
Falknek,
discussion of backward children before the Philadelphia Education Association some time since, Dr. Luther IT. a
scored
our
educational
and measurement.
system
Considered
as
for its lack of
a
system, method
branch of administra-
great
tion into which the
public money is so generously poured, we are painfully ignorant of the results achieved. "Would a great business concern," he said, "spend hundreds of millions of dollars annually, and then never take statistics on its work? Y\ ould idea at the end of a such a concern not have the slightest
current year as to
material
were
lost;
what failures it had made; where energy and and who lost it?
Yet that is what all doing. We don't know anyand debate on the best No.
the school boards of this country are thing. We imagine, and form opinions, methods, but what we need is facts." A somewhat minute study during the past year of the published reports1 of schools in many of our larger cities confirms the essential truth
absolutely
of this
arraignment.
nothing, it nothing. In
true that we know
though it is not literally true that in
Even is
other cases we are told there is much wealth where few very little, cases, of statistical often told are things of no importance statement, we and are not told many of the things which we ought to know. The question as to how to prepare a school report is not a mere question of form. It is one of substance. The school report can, pursuing the analogy of a business corporation, be regarded as the annual statement of activities and results. Considering how uni-
some
instances
we
and in
are
told
some
form are the ends pursued by public school systems in the various cities of the United States, it might be supposed by the uninitiated that there would be a general consensus of opinion as (1)
TEE PSYCHOLOGICAL CLINIC.
2
what school reports should contain. But there is no such conThere is not a single fact of school administrasensus of opinion.
to
tion which is uniformly reported. to be deplored, but all efforts to
singularly futile.
This wide
remedy
diversity
is much
it have thus far been
In the recent work of Drs. Snedden and Allen, on "School and School Efficiency," Dr. Allen recounts the story of how the National Education Association has been preaching, as
Reports it
in the
wilderness, the doctrine of systematic and uniform It may seem passing strange that learned, educators in convention assembled solemnly resolve experienced that certain things ought to be done, and straightway return to their homes and apparently forget all about their wise decision?. The reason is not far to seek. Men cannot logically deny that a certain uniformity of records and presentation is desirable; in a vague, general way they are rather disposed to think it admirable, but this is no spur to action. Uniformity is not an ideal for which anyone will sacrifice either tradition or personal convenience. The entire discussion before the body has hinged upon uninteresting and unstimulating questions of form. It has not touched upon the facts. There has been too little emphasis laid on the betterments which were proposed, and it has not been sufficiently demonstrated that customary forms of statement often give, not only inadequate, but false and distorted ideas of our school systems. were
school
statistics.
What then should an ideal school report contain? What information ought the public to have? These are questions of primary importance, questions not to be answered lightly. Prob-
gather together or practical intelligent efforts our admintime in answers, we can perhaps indulge the hope that at istrators of schools will pick out the best, and agree least upon some essential and indispensable requisites of a good school report. In the work of Drs. Snedden and Allen before cited, which is ably
no man can answer
some more
or
But if
them.
less
at
we
can
exhaustive
very commendable effort to awaken an interest in school reports the account which the school authorities render to the public at large of their stewardship, there are two interesting attempts to
a
as
depict
what school reports ought to be. Dr. W. H. Allen cona of chapter questions which school reports ought, in his
tributes
opinion, gestive.
Like all his contributions it is highly sugBut since human wisdom is finite, it may be doubted whether it is practical for anyone, and for one who,
though
a
to answer.
brilliant
critic,
is not
a
particularly schoolman, to approach
the sub-
SHOW? WHAT DO SCHOOL REPORTS
3
rather matter of this kind, it is experience suggesof putting than theory that counts. Nor is the method Such questions in the form of questions wholly when they do, and tions do not always suggest their own answers, answer gi\en. of the they do not always indicate the significance account of Snedden's S. David Rather more effective is Dr. all conwhat the cities are actually doing. Forms of tables upon have been culled from ceivable subjects of school administration under proper different reports, classified, and brought together but themselves, for heads. To a certain extent these tables speak
ject
in this way.
In
a
praiseworthy.
considerations
Practical very certain language. of the actual figures omission the cases of space dictated in many forms. It lacks and the result is as interesting as a book of legal the value the human concrete element. It tends to overemphasize conwherein show of elaboration, without any critical attempt to while gensists the value in detail. Moreover, such a treatment, to note fails contain, erous to the things which the reports
they speak
the
no
good good things which they omit.
it would be profitIt has seemed to the present writer that but all able to examine, not what many cities have partially done, and point out its that one city has done, to take a single report what facts show to excellencies, and by such a concrete example, how they elucidate are pertinent in statistical inquiry and just we select for such problems of school administration. Naturally and belief our best knowledge a purpose the report which to As I embodies the largest number of commendable features. the in issued cannot claim to know intimately all the reports Ohio, United States I shall not claim that that of Springfield, is issued. which best the is which I have selected for illustration, have no It is, however, taken as a whole, the best I know, and I doubt the following pages will show the reader that it certainly that has unusual merit. Comparisons with other cities will show a parleast at it excels many of them. Its discussion will prove tial answer to the question, what can school reports show ? it In asking attention to the suggestive figures of this report the in should be understood that there is little analysis of them
other
percentages and the present paper and writer, proportions have been made by the of citing the figures has not been written for the mere purpose but rather to show how they may be interpreted.
report itself.
Nearly
all the calculations of
THE PSYCHOLOGICAL CLINIC.
4
A. School our
One of the first
Population.1 they
schools is how far
tilings
we
ask about
meet the local need for education?
How many of the children who ought to be in school are actually present? We must first discover how many children there are in the community. This is the function of the school census. We might, in taking the census, ascertain how many of the children
enumerated method?or at least how
latter
attending school?and that is perhaps the best rely upon the school records to show who, or many, are in school. Springfield, Ohio, chooses the
are
we can
course.
The report for 1909, from which in the absence of
special reference
all
our
information:
figures
are
drawn, gives
us
the
following
4
School population, 6-21 years of age, enumerated in May, 1908 12,215 School population 6-15 years of age at same time 8,273 Total enrolment in public schools (excluding kindergarten) 1908-9.. 6,714
Enrolment of pupils 6-21 years of age in private and parochial schools
This is still not
more
than
satisfying.
we
The
often find in
census
our
is taken in
a
1,600
school reports, but is previous school year,
and the number of
given time,
nor
the year. age is of little
out
school.
pupils in school is not the number at any the average number, but the whole number throughA census of all persons six to twenty-one years of use
Nor is it
expect all those persons to be in helped great deal by distinguishing those inclusive, since children of fourteen, fifteen, unless you a
from six to sixteen and sixteen years of age may be out of school with the sanction of the law while those from eight to thirteen can only be absent in violation of law. More detail is necessary if we are to have an answer to
who
ought
the fundamental
question,
to be in school are in actual
how many of these children attendance ?
B. jEnrolment, etc. The there in school?" would seem
question, "How many pupils are a very simple one, yet there are many ways of answering it. Springfield, Ohio, gives us four. We learn that (1) the total enrolment was 6714; (2) the average monthly enrolment was 6124; (3) the average daily membership was 5994; (4) the average daily attendance was 5576. Each of these figures has its own significance. The total enrolment might be likened to a hospital record of the whole number of cases treated in a year, while the average attendance corresponds to the hospital record of the average number of beds occupied by patients. Here the analogy ceases. Children who are effective lThis and subsequent paragraphs will be lettered, not In the pride and vainglory of schematic arrangement, but for practical convenience of later reference.
5
SHOW? WHAT DO SCHOOL REPORTS
time, or more at a members of the schools are often absent day but attendance, the average and this depresses in the aggregate How long such absence they are still members of the schools. to be counted as members depends may continue before they cease average memberon local rules. As these vary in different places shorter the period in which ship is an uncertain quantity. The "absence" to non-membership, being out of school changes from attendance. the closer will be the average membership to average in Springfield The difference between the two is aptly designated a rathei indicating 418 here, is only as average daily absence. It the average strict rule as to membership. The difference between a
is designated daily membership and the total enrolment (720) the fact that out clearly This brings as average non-membership. the
involves quesin any consideration of a school system which the year, out throughout tion, what is it doing day in and day is quite available the total enrolment?so often the only figures based on the same prininappropriate. The monthly enrolment is as it embraces only ciple as the total, though for a shorter period, time during the month. pupils actually in school for any length of for the ten The figure cited is the average of the enrolments affairs have not months of the school year. Students of school between aggregate always given due weight to the difference these general figures figures and daily accomplishment which even this important indicate. The Springfield figures enable us to study detail. matter with even greater and -more illuminating of school C. Fluctuations in Enrolment. That the body to not is children, while remaining fairly constant in size, issubject seen in the a little change in the elements which comprise it, following table giving the enrolment by months: September,
1908
October
November December
January,
1909 Year
6215 62g9 6266 6239 6204
6134 6132 6044
February March
April May June
5799
6714
ic It will be noted that the maximum is in October, after w in ep enrolment declines. The difference between the initial 0 num the tember and the total for the year (499) represents l ei e t while new pupils who enter the schools after September, enro men , ence between the same total and the final, or June, n a 915, shows the number who left school during the year. enro ose 5300 w aggregate of 6714 pupils there were, therefore,
THE PSYCHOLOGICAL CLINIC.
6
extended
throughout the year, and 1414 who were present of the for a part year only. D. Causes of Fluctuation. Concerning the 490 new entries we are told in the report merely that 323 were newcomers in the city and that 327 (the figures do not harmonize) had attended school elsewhere part of the time during the school year. We are not told how many had come from private or parochial schools in ment
Springfield, On the other
and how many had not previously attended school. hand, there is quite comprehensive information con-
cerning 910 pupils who permanently left school during the year, giving ages and grades of those leaving, the months, and the causes.
The
causes are
noted
as
follows:
Sickness or death Removal from city To go to work Other causes Causes unknown
It will be noticed that
only
143 491 165 78 33
in the
case
of 165 children who went
to work have we definite information
concerning a final other cases, excepting
terminaIn the the few tion of the school life. who died, and whose number is not separately stated, there is a possibility of a return to school, if not in Springfield, perhaps While the schools lost 491
elsewhere.
they gained, into it.
we are
As
our
told in the
report,
removals from the city, only 272 by families coming
by
generally grow by accretions a contrary been expected. It might be that Springfield
cities
showing might have losing numbers by such changes in its population, but this seems improbable. The explanation may be that when a family moves from one city to another, the older children do not go to was
school in the
new
home.
Bccause the withdrawals of we
Springfield only,
and not
find them distributed
shown in the
following
represent pupils leaving
the schools
school
altogether,
necessarily leaving all grades and
over
table:
over
all ages,
as
SHOW? WHAT DO SCHOOL REPORTS
869
7 8 High School
852 790 798 676 575 437 770
Totals.
6714
5 6
910
13.5
80
Number Enrolled
Ages
60 153
15.6 10.6 11.4 11.9 11.2 14.2 13.9 13.7 19.7
148 92 97 94 90 96
947
1 2 3 4
Per Cent Withdrawn.
Number Withdrawn.
Number Enrolled.
Grades.
Number Withdrawn
Per Cent Withdrawn
16 17 and over
323 654 695 672 637 677 658 647 601 498 310 342
67 58 69 88 111 99 78
13.3 13.7 10.3 10.0 10.8 10.0 8.8 10.7 14.6 22.5 31.9 22.8
Totals.
6714
910
13.5
6 7 8 9
10 11 12
13 14 15
43
90 72 67 69
of the total enro While the withdrawals are 13.5 per cent and above the ment this proportion is exceeded in the first grade ot sic fifth. We have reflected here in the first case the effect for work. y age ness, in the latter cases that of leaving, school so nota and y seven years, again the average is exceeded at do not s fourteen and thereafter. Those figures, of course, the entire shrinkage in the higher ages as it is not urmg time but in the summer vacation that so much of it occurs, a comparison of 1908 and 1909 is instructive.
-
1909
1908 Age 13 14 15 16 17
?
XT
,
Number
633 586 424
274 151
,
Age 14 15 16 17 18
,
Per cent
Number
remaining
601 498 310 212 95
74.9 85.0 73.1 77.4 62.9
from the E. Duration of Attendance. We have already seen that consideration of the average attendance and total enrolment
THE PSYCHOLOGICAL CLINIC.
8 not all the
pupils could have been
in attendance
throughout the
year. We are not left to inference, however, but are given specific information as to how long the pupils were in attendance. The school year was 187 days in length. The number of ing for certain specific periods, follows: Number
present
187 180-187
The table shows less than 100
a not
days
or
Per cent
5.0 27.5
33G 1844 1670 790 441 271 187 167 144 136
170-180 160-170 150-160 140-150 130-140 120-130 ?. 110-120 100-110 Less than 100
pupils attend-
24.9 11.8 6.5 4.0
2.8
728
2.5 2.1 2.0 10.9
6,714
100.0
inconsiderable percentage who were present practically half the time. Those present
numbered 57.4 per cent and it is probable therefore that about 60 per cent of the pupils were present at least nine-tenths of the school year, though a perfect record of attendance was attained by only 5 per cent of the pupils. In 170
days
and
upward,
irregular attendance of those who were members of the school group throughout the year, but also the changes in the school population due to newWe have here an explacomers and to the withdrawal of pupils. nation, occasionally overlooked, of why a portion of the pupils? these
figures
we
and sometimes annual
a
find reflected not
promotions.
the
of the
at
the
pupils in the several grades frequently given in school reports. In find three statements, based respectively
The number of
figures Springfield report
one
the
considerable one?fails of advancement
F. The Grades. is
only
most we
upon total enrolment, average enrolment and the June enrolment. The total enrolment Grade 1 2 3 4 5 6 7 8
figures
Number 947 869
852 790
are:
Per cenj
14.1 12.9 12.7 11.8
798
11.9
676 575 437
10.1 8.5 6.5
Total Elementary.. 5944
88.5
High School
Number
1st year 2d year 3d year 4th year
cent
335 226 122 87
5.0 3.4 1.8 1.3
High School. 770 Grand Total 6714
11.5 100.0
Total
..
9
WHAT DO SCHOOL REPORTS SHOW?
The characteristic of this table is the
grades.
While the first
uniformity
grade is the largest, frequently observed
in the several
there is not that
con-
The in this grade. pupils so the but of the one-half about contain pupils, grades is schools in the and in the notably high percentage upper grades high. G. Grade Variation. As we have the grades stated in different forms we can glean some information as to the effect of changes in the school population on the several grades. Without going into the details of grades, the following figures by groups
centration of
first four
may be noted. Per Cent
Numbers
Total
Average
June
Total
Average
.
3458
52.1
37.5
School.
770
2156 621
51.5 37.0 11.5
51.2
2486
3134 2293 697
3022
.
11.3
37.2 10.7
6714
6124
5799
100.0
100.0
100.0
Grades Grades
High
June
1-4. 5-8.
Totals.
withdrawals, as before noted, were pretty evenly distributed among the grades, so the various grades show much the same proportions at different times. If we were It appears that
to
to
as
the
make a further calculation of the relation of June enrolment the total enrolment, we should have the following results: 87.4 per cent
Grades 1-4 Grades 5-8
86.7 80.5
High School
The first grade numand Grade Survival. these only 733 were of but 947 pupils, aggregate reported as beginners. It is not at all unlikely that the number of beginners represented by the upper grades is even smaller than
II.
bered
Beginners
in the
that while the eighth grade numof the present first grade, it is cent is 46.1 bering pupils per 59.6 per cent of the of beginners. number present I- The Ages. The ages of the pupils in school are reported
thisj. on 6 7 8 9
10
It
is, however, significant
437
the basis of the total enrolment. 323 654 695 672 637
11 12 13 14 15
They 677 658 647 601 498
are: 16 17 18 19 20
310 212 95 30 and
over
5
TEE PSYCHOLOGICAL CLINIC.
10
These figures show that only one-half as many children are in school at the age of six as at seven years of age, but that at the latter age most of the children are in school, as the difference between the numbers at this age and those at eight is comparaA
tively slight. ance
of
This
can
pupils
best be
ages below as follows:
striking feature especially
in school
eight
of the table is the continuat the age of fourteen years.
seen by some relative figures which compare the and above twelve with the average of these ages,
6 7 8-12 13 14
482 979 1000 908 900
15 1G 17 IS 19 20 and over
745
4G4 317 142 45 7
general rule has been worked out as to the retenthe upper ages, there is frequently a drop of 10 in pupils at the cent per age of thirteen, and a further drop of 30 per cent at the age of fourteen. To find nearly three-quarters of the pupils
While
as
yet
no
tion of
still in the school at the age of
fifteen,
as
in
Springfield,
is indeed
rare.
Ages. The useful table of the ages of the grades, upon which studies in the retardation based, cannot be repeated here for lack of space.
K. Grades and pupils in the several of
be Some of its main results may however be noted.
pupils
can
Grade.
1 2 3 4 5 6 7 8
Totals.
We
Total Pupils
Over
Age
Per Cent
Over Age
22.2 31.5 41.4 49.5 53.1 55.2
947
210
869
274
852 790 798 676 575 437
353 392 424 373 262
182
45.6 41.7
5944
2470
41.6
here the familiar increase of retardation as the grades a maximum in the sixth advance, grade and a subsequent The general retardation in the elementary grades diminution. see
with
high. The which has yet been is rather
most
comprehensive
made,
statement of retardation
contained in Mr. Leonard P.
Ayres'
WHAT DO SCHOOL REPORTS SHOW? book
in Our
11
thirty-three cities. The from 7.5 proportion pupils varies per cent in Medford, to 75.8 per cent in the colored schools of Memphis, Tenn. Hass., Were Springfield, Ohio, to be added to this list, it would occupy "Laggards
embraces
Schools,"
of retarded
the twenty-sixth place. It is the more unusual that with retardation in the lower grades, the proportion of pupils
the
high
school should be
large
so
to more
the thinning in the
rapid progress of out of those who
following
of the
some are
much
it is.
as
That the decrease in retardation in the upper due
so
reaching
pupils
considerably
grades
is not
but rather to
retarded appears
table: Numbers Over Age. Grades
Total
Over age:
1 year 2 years... 3 years 4 y'rs and over
Totals.
..
137 45 17 11
142 76 32 24
176
210
274
28
181 111 51 49
182 134 65 43
164 113 69 27
144 82 32 4
110 53 16 3
1236 706 339 189
353
392
424
373
262
182
2470
92 57
Per Cent Over Age. Grades Totals
Over
age: 1 year 2 years.... 3 years y'rs and over
14.5 4.7 1.8 1.2
16.3 8.8 3.6 2.8
20.6 10.8 6.7 3.3
22.9 14.0 6.4 6.2
22.8 16.8 8.1 5.4
24.2 16.8 10.2
Totals
22.2
31.5
41.4
49.5
53.1
...
25.2 12.2 3.6
20.8 11.9 5.7
4.0
25.0 14.3 5.6 0.7
0.7
3.2
55.2
45.6
41.7
41.6
This shows us that of all the pupils who are retarded, half are one year older than the corresponding grades. what more than one fourth are two years older than their
?ne
exactly Some-
grades,
while the remainder are three years or more over the proper But if we follow these items through the grades we find
ages. that
the children
one year behind continue to increase in proportion all the grades. On the other hand the proportion of two years behind and three years behind is greatest in the
throughout pupils
sixth grade and less thereafter, behind reach their maximum in
appear in the
As
grades
the
a
eighth. comparison of
while those four the fourth
showing
grade falling out in the upper eighth grades is instructive.
the
fifth and
or more years and almost dis-
TEE PSYCHOLOGICAL CLINIC.
12
5th Grade
8th Grade
Proportion in 8th Grade for 100 in 5th Grade
374
255
68.2
year years years years and more....
182 134 G5 43
110 53 16 3
60.4 39.5 24.6 7.0
Total
424
182
42.9
798
437
54.8
Normal age and under Above normal: 1 2 3 4
Total
pupils...
.
It is fair to presume that the fifth grade of a few years ago from which the present eighth grade is derived, had approximately the
same
fifth
distribution of normal and retarded
pupils
as
the present
We shall not be far wrong in considering the percentages of the preceding table as representing percentages of survival. In this view of the case we note that of the normal pupils
grade.
68.2 per cent reach the eighth grade, but only 4-2.9 per cent of the retarded pupils reach the same point. In making this statement we err somewhat in favor of the retarded children, as a few of those who were in the normal age in the fifth grade would drop The figures into the retarded class before reaching the eighth. If we examine the them. suggest tendencies but do not measure details we see very plainly that the greater the degree of retarda-
of survival. The evidence of retardation drawn from the comparison of ages and grades is for each of the pupils cumulative. It reflects his whole school life. The decrease in the percentage of retardation in the upper grades might at first
tion,
the smaller is the
L.
Repeating
percentage
Grades.
A appear to indicate that in these grades failure did not occur. useful correction of this impression is given in the figures showingrecent failure. A significant table shows the number of pupils in each grade who are repeating the year's work. Compared with the
total enrolment of each
Total
i
p
grade
Enrolment 947 869 852 790 798 676 575 437
1 2 3 4 5 6 7
8 Totals
5944
it is
as
follows: Number
Per cent
repeating
repeating
186 143 157
19.6 16.4 18.4 13.7 11.2
108 89 84 25 19
811
12.4 4.3 4.3
13.6
WHAT DO SCHOOL REPORTS SHOW? It is
that
seen
more
than
of all the
one-eighth
13
pupils
have
been more than one year in the grades where they now are. It also shows that the proportion is largest in the first grade and is high in the first three grades, about the average in the next three
grades
and very small in the seventh and eighth grades. The scale a as indicate better the adaptadecreasing years progress may tion of the pupils to the work in which they are engaged. But it is
probable
that the smaller number in the upper
some measure to the process of elimination.
report of 1908, the
following comparison Not
,
?rade
can
By
3 4 5 6 7 8 Total
promoted
not
in 1908-09
repeating grades grades
of the different
promoted
are
almost
reference to the
Repeating grade 1908-09
186 143 157 108 89 84 25 19 811
794
The numbers of those
is due in
be made:
June, 1908 147 125 139 103 102 108 47 23
1 2
grades
a
in
June, 1908, and those equal, but a comparison In the first in the grade year
shows considerable variation.
four grades those who have been
more
than
a
promoted. This is readily explained. not promoted comprise only pupils who were on the register in June, 1908. Pupils who had left temporarily during the year (and the number of such is as we have seen not inconsiderable), are not included in this figure. Some of them returned to school in 1908-09 and had to go back to their old grades, not having
exceed those who
were
not
Those
qualified for advancement. Then too there is an influx of new pupils from other points. When we reach the fifth grade we note a contrary relation, the number repeating is less than that of the and we can only infer that some of the latter have not returned to school. This discrepancy is particularly large in the seventh grade. In these upper grades there is a contingent which has passed beyond the compulsory age limit, and can exercise the option of leaving school. This table gives further evidence of which children leave school in the upper grades.
hold-overs,
M. Promotions. The progress of pupils is still further evidenced by the statistics of promotions. The number of promotions
compared
with the June enrolment
was
as
follows:
14
THE PSYCHOLOGICAL CLINIC.
1 2 3 4 5 6 7 8
June Enrolment 811 778 737 696 710 578 487 381
Numbers 639 664 635 615 597 519 440 354
5178
4463
Totals
Promoted Per cent 78.8 85.3 86.3
88.4 84.1 89.8 90.3 92.9 86.2
The percentage of
promotion is least in the first grade, highest eighth. It improves considerably after the fifth grade. It is pointed out in the report that while the percentage of promotion is 86 on the basis of the June enrolment, it is only
in the
74 per cent of the annual enrolment. There is good reason for comparison. The first shows that many of those presumably ready for advancement are not in fact fitted for it. The second
each
comparison pupils who are not present at the properiod, and being out of school are therefore not ready
draws into the motion
of them returned to school the comparison would be without significance. But some of these children do return to the schools and swell the numbers of the retarded children. Some consideration of them therefore- seems to be for advancement.
If
none
necessary and this is found in the total enrolment.
a
!N".
comparison
Nativity and Parentage. and pupils parents found in the calculations. percentage Place
of
Springfield Elsewhere in Ohio Eastern States North Central States Southern States Western States Canada Great Britain Ireland
Germany
Italy
Other countries Unknown
Number 3429 2518 169 305 163 64 5 8 0 5 3 26 19 6714
We have here
their parents.
some
suggestive
promotions
with
A table giving the nativity of report is here reproduced with
Parents
Pupils
Birth
of the
Per cent
51.0
37.5 2.5 4.6 2.4 1.0 0.1 0.1 0.0
Number 2035
6994
Per cent 15.2 52.1
782
5.8
1204
9.0 6.4
855 235 74 155 63
1.8 0.5 1.2 0.5 3.4
0.1
481
0.0
0.4
46 158
0.3
346
1.2 2.6
100.0
13,428
100.0
contrasts between the
Of the former less than 1 per cent
0.3
pupils were
and born
WHAT DO SCHOOL REPORTS SHOW?
abroad,
of the
15
7.1 per cent.
Again more than half of the only 15.2 per cent of the Springfield, parents were natives of the city. Among the children 88.5 per cent are natives of Ohio, but among the parents only 67.3 per cent. In these figures we have an interesting picture of the migrations "which contribute to the building up of our American cities. 0. Occupations of Parents. Another table gives the occupations of parents. It is inspired doubtless by a desire to indicate m some measure the social classes from which pupils are drawn. children
were
latter,
born in
The facts given
but
are as
follows:
Elementary Schools No. Percent 158 2.7 287 4.8 146 2.5 99 1.7 1805 30.3 67 1.1 1641 27.6 5.1 304 178 3.0 1259 21.2
ASents Clerks Engineers Farmers Laborers
Manufacturers
Mechanics
Merchants Professionals Unclassified Total
5944
100.0
High Schools Percent No. 5.6 43 60 7.8 22 2.9 50 6.5 102 13.2 26 3.4 188 24.4 74 9.6 71 9.2 134 17.4
All Schools Percent No. 201 3.0 347 5.2 2.5 168 2.2 149 1907 28.4 93 1.4 1829 27.2 378 5.6 249 3.7 1393 20.8
770
6714
100.0
100.0
As the public schools of Springfield are without the competition of parochial schools and private schools, and thus represent the entire population of school age, these figures, particularly
those
of the
elementary schools,
pations in the
The
city.
contrast between
mentary
may represent prevailing occuThe unclassified are however a large item. for the
high schools and elewhich occupations represent in the much more numerous in proportion
percentages
schools is
the
striking, larger incomes being in the high school.
main the
We have thus far dealt with the
general aspects of the staSpringfield schools. They are replete with information, and give us on analysis a view of the workings of the school system which is rare in school reports. Many of the items which we have considered are given in detail for the separate schools of the system. They are the annual, monthly average, and June enrolments by grades, the monthly enrolment and per cent of the duration of attendance, withdrawals by attendance, grades, by ages and by month, ages, promotions by grades, the number repeating grades, and the occupation of parents. How far such details have any interest for the people of Springfield is
tistics furnished
for the
TEE PSYCHOLOGICAL CLINIC.
16
open for discussion. I am in doubt whether their value is sufficient to warrant their publication, but there is no doubt
a matter
are of no interest outside the city. One of the distinctions frequently made in school reports is that between boys and girls. The Springfield report is rather sparing of this distinction. It is found only as concerns the
that
thej
annual enrolment are not
disposed
by grades,
to rate this
and the withdrawal by schools. We blemish of the report. For many
as a
of the purposes proposed for school statistics it has little meaning and it always involves a considerable outlay in printing. Our study has been of the school pupils. There is another side to the schools, the administrative side, which finds expression in tables of receipts and expenditures and calculations of per The
capita cost. points.
these and
Springfield report
It contents itself with with
expenditures
no
ferent kinds of schools of the fact that
attempt
or
a
to
is not very detailed upon
general statement of receipts apportion it among the dif-
to calculate per
capita
of the cities with which
cost.
In view
shall compare Springfield give great attention to financial matters, it seems proper to mention that they play a small role in the report, although some
do not enter into the
they
concerned with the
plan
present study which
is
pupils.
The very show.
of the
we
example of Springfield practical way the question
answers as
in what
to what
seems to us a
school reports
can
equal clearness the question what they do show is difficult. A comparison of all school reports with that of Springfield would doubtless be instructive, but the task would To
be endless. sentative
answer
with
It will
reports.
the purpose to compare a few repreFor this purpose, a careful examination has answer
been made of the reports of
twenty cities, Population
f.
Cities
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
New York
Chicago
3.437,202 1,698,575
Philadelphia
1,293,697
St. Louis Boston
575,238 560,892 70,996
Bridgeport
68,513
Lynn
Oakland Lawrence (Mass.) New Bedford 11. Altoona 12. Wheeling 13. Mobile
14. Birmingham
66,960 ..
62,559 62,442
as
follows: Bank igoo
1 2 3 4 5 54 55 56 57
58
38,469
97 98 99
38,415
100
38,973
38,878
WHAT DO SCHOOL REPORTS SHOW?
15. 16. 17. 18. 19. 20.
There other than
1900
1900
Spokane
38,307 37,789 37,714 37,175 36,848
Terre Haute
36,673
101 103 104 105 106 107
Little Rock Galveston Tacoma Haverhill
has been a
Rank
Population
?
ClTIES
premeditation in according to size.
no
selection
17
the choice of these cities It seemed proper in the
first place to select cities of about the same size as Springfield. The latter ranked 102 in the cities of the United States in 1900 and we have taken the ten cities nearest in size as a part of the list. To these we have added the five largest cities in the country, and five others which stood midway in the list of cities before
reaching Springfield. Of these cities three, Altoona, Galveston, and Mobile, publish no reports whatever. In treating of Springfield,
called attention to fourteen distinct statistical showings A to O. In the cities selected for comparison, we find them represented as follows, using for our comparison the latest we
lettered
report available in the United States Bureau of Education.
Corresponding tables 8 7 6 5 4 3 2 1 0
in
Number of cities 1 3 2 3 3 2 1 2 3
If we consider the the following cities:
?
ClTIES
Philadelphia. St. Louis, Lawrence, Haverhill. New York, Wheeling. Chicago, Boston, Terre Haute. New Bedford, Birmingham, Spokane. Bridgeport, Lynn. Tacoma.
Oakland, Little Rock. Altoona, Galveston, Mobile.
points
in
order,
we
find them
represented
A. School Census. 1, 3. 4, 5, 6, 7, 9, 10, 12, 14, 17, 18, 20. B. Enrolment. All cities having report. C. Fluctuations in enrolment. 3. 12 (and by quarters 4). Causes of fluctuation. 3, 12. 20, and for high schools only 10, 18. E. Duration of attendance, 4, 20. F. The Grades. 1, 2, 3, 4, 5, 6, 7, 9, 12, 14, 18, 19.
G. The Grades at different periods. None. H. The Number of beginners. None. I; The Ages. 1, 2, 3, 4, 5, 9, 18, 19. K. The Ages by grades. 1, 3, 5, 9, 18, 19 (and average age in each grade 10). L. Repeating grades. 3 (and for high school only 18). M. Promotions. 1, 2, 3, 9, 12, 20. N. Nativity. 4 (and for pupils receiving age and work certificates and for evening schools, 2). O.
Occupations
of Parents.
14.
THE PSYCHOLOGICAL CLINIC.
18
It will not, of course, be
showings
is
pretended that each one of these equally important, significant that the school and are the only, items reprethe enrolment, grades, but it is
census, the sented in at least half of the each of the
reports
under consideration.
But
analysis has importance, as sought to demonstrate. The comparison of the several cities proves how far we are from having reached any consensus of opinion as to what facts are really vital and important in showing the results of our systems of public schools. showings
has
some
our