For 11.5 per cent of the non-graduates who fail in 50 per cent or more of their work, failure is probably a chief cause of dropping out.

Failure is probably not a prime cause of dropping out for most of the non-graduates, as 80 per cent have only 5 failures or fewer.

The worst consequences of failure are perhaps in acquiring the habit of failing, and in coming to accept one’s self as a failure.  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.  One might think also of time extension, night school, summer school, correspondence courses, and tutoring as possible factors deserving to be included here in the list of remedies for failures made.  The matter of time extension has already been partly treated in Chapter IV, while the facts for the other agencies mentioned are rather uncertain and difficult to trace on the records.  However, they all tend to eventuate finally in one of the methods noted below.

THE DISPOSITION MADE OF THE SCHOOL FAILURES