PERCENTAGES OF PUPILS FAILING, BY SEMESTERS

SEMESTERS
1 2 3 4 5 6 7 8

Paterson         17.8   18.4   16.7   15.0   15.6   11.6    9.4   7.4
Wood             24.5   14.5   29.5   30.0   31.0    7.9   16.2    .. 
OBrien (p. 41)   11.5   13.9   14.5   15.1   14.5   15.3   12.1   9.9

The above series of percentages tend to agree at least in showing little or no decline in the percentages of failure for the first five or six semesters in school.

Another tendency to conceal important features in relation to the facts of school failures may be found in the grouping together of non-continuous and continuous subjects, the latter of which are generally required.  F.W.  Johnson found in the University of Chicago High School[31] that the percentage of failures by successive years indicated little or no decrease for mathematics and for English (which were 3- and 4-year subjects respectively).  The figures were based on the records for a period of two years.  In regard to St. Paul, it was possible to compute similar information from the data which were available.[32] The percentages of failure are presented separately in each case for Latin, German, and French, not more than two years of which are required in the schools referred to above.  A contrast is thus presented that is both interesting and suggestive.

PERCENTAGES OF PUPILS FAILING, BY YEARS. (Johnson, F.W.)

YEARS
1 2 3 4

English                   18.1          9.5         18.4         14.4
Math                      12.9         12.9         13.6          5.6
Latin                     14.1          9.0          2.9           .. 
German                    12.4          7.4           ..           .. 
French                    14.3          9.6          3.1           ..

PERCENTAGES OF PUPILS FAILING, BY SEMESTERS. (St. Paul)

SEMESTERS
1 2 3 4 5 6 7 8

English and Math        17.8   18.0   16.3   16.9   8.1  14.0   ..   .. 
Latin, German, French   17.6   17.5   15.1    7.6   3.0    ..   ..   ..

Apparently the full story has by no means been told when we simply say that there is a general decline in the percentages of failure by years or semesters.  First, the failures of the drop-outs should be included, so far as it is at all feasible; second, the percentage should be based on the total enrollment in the subject, not on the final product, if we wish to disclose the real situation; third, the continuous or required subjects should be distinguished in order to give a full statement of the facts.  On page 41 are presented the percentages of failure for the 1,125 failing graduates alone, as found in this study, the greater portion of whose work, as it actually happened, consisted of 3- and 4-year subjects continuous from the time of entrance, and for whom the percentages of failure increase to the ninth semester.