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

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