No attempt has been made to trace the elementary school or college records of the failing pupils, for our purpose does not reach beyond the sphere of the high school records.  In reference to the differentiation by school courses, some facts were at first collected, but these were later discarded, as the courses represent no standardization in terminology or content, and they promised to give nothing of definite value.  As might be expected, the schools lacked agreement or uniformity in the number of courses offered.  One school had no commercial classes, as that work was assigned to a separate school; another school offered only typewriting and stenography of the commercial subjects; a third had placed rather slight emphasis on the commercial subjects until recently.  Only four of the schools had pupils in Greek.  The Spanish classes outnumbered the Greek both by schools and by enrollment.  In the classification by subjects, English is made to include (in addition to the usual subjects of that name) grammar, literature, and business English.  Mathematics includes all subjects of that class except commercial arithmetic, which is treated as a commercial subject, and shop-mathematics, which is classed as non-academic.  Industrial history, and ‘political and social science’ are regarded along with academic subjects; likewise household chemistry is included with the science classification.  Economics is treated as a commercial subject.  At least a dozen other subjects, not classified as academic or commercial, including also spelling and penmanship, were taken by a portion of these pupils, but the records for these subjects do not enter this study in determining the successful and failing grades or the sizes of schedule.  Yet it is true that such subjects do demand time and work from those pupils.

4.  Sources of the data employed

The only records employed in this whole problem of research were the official school records.  No questionnaires were used, and no statements of pupils or opinions of teachers as such were sought.  The facts are the most authoritative and dependable available, and are the very same upon which the administrative procedure of the school relative to the pupil is mainly dependent.  The individual, cumulative records for the pupils provided the chief source of the facts secured.  These school records, as might be expected, varied considerably as to the form, the size, the simplicity in stating facts, and the method of filing; but they were quite similar in the facts recorded, as well as in the completeness and care with which the records were compiled.  It may be added that only schools having such records were included in the investigation.