III.—­WHAT BASIS IS DISCOVERABLE FOR A PROGNOSIS OF THE OCCURRENCE OR THE NUMBER OF FAILURES?

1.  Some Possible Factors—­Attendance, Mental and Physical
   Defects, Size of Classes 29

2.  Employment of the School Entering Age for the Purpose
   of Prognosis 31

3.  The Percentage of Failure at Each Age on the Possibility
   of Failures for That Age 36

4.  The Initial Record in High School 37

5.  Prognosis of Failure by Subject Selection 39

6.  The Time Period and the Number of Failures 40

7.  Similarity of Facts for Boys and Girls 45

8.  Summary of Chapter, and References 45

IV.—­HOW MUCH IS GRADUATION OR THE PERSISTENCE IN SCHOOL CONDITIONED BY THE OCCURRENCE OR BY THE NUMBER OF FAILURES?

1.  Comparison of the Failing and the Non-failing Groups
   in Reference to Graduation and Persistence 48

2.  The Number of Failures and the Years Required to Graduate 49

3.  The Number of Failures and the Semesters of Dropping
   Out, for Non-graduates 51

4.  The Percentages That the Non-graduate Groups Form of
   the Pupils Who Have Each Successively Higher Number
   of Failures 55

5.  Time Extension for the Failing Graduates 56

6.  Summary of Chapter, and References 57

V.—­ARE THE SCHOOL AGENCIES EMPLOYED IN REMEDYING THE FAILURES ADEQUATE FOR THE PURPOSE?

1.  Repetition as a Remedy for Failures 60
   a.  Size of Schedule and Results of Repeating.
   b.  Later Grades in the Same Kind of Subjects,
        Following Repetition and Without it.
   c.  The Grades in Repeated Subjects and in New Work.
   d.  The Number and Results of Identical Repetitions.

2.  Discontinuance of the Subject or Course, and the
   Substitution of Others 68

3.  The Employment of School Examinations 69

4.  The Service Rendered by the Regents’ Examinations in
   New York 70

5.  Continuation of Subjects Without Repetition or Examination 73

6.  Summary of Chapter, and References 74

VI.—­DO THE FAILURES REPRESENT A LACK OF CAPABILITY OR OF FITNESS FOR HIGH SCHOOL WORK ON THE PART OF THOSE PUPILS?