~- .1

 

A STUDY OF THE SCHOLASTJC
SL'CCESS OF RURAL NINTH GRADE
PUPILS OF HURON COUNTY
193N937 INCLL'SIVE

Thesis for the Degree of M. A.
MICHIGAN STATE COLLEGE

Everett C. Highlun d
1938

 

A STUDY
OF THE SCHOLASTIC SUCCESS
0F RURAL NINTH GRADE PUPILS OF hURON COUNTY
1951-1937 INCLUSIVE

by
EVERETT CHARLES HIGHLUND

A Thesis Submitted in Partial Fulfillment
of the
Requirements for the Degree
or
Master of Arts
at
Michigan State College

Department of Education
East Lansing, Michigan
August 1958

THEUS

 

ACKNOWLEDGEMENTS
The writer is deeply appreciative
for guidance and criticism given by
Dr. Everett Lewis Austin
Head of the Department of Education
Michigan State College

11812 S)

The writer wishes to acknowledge his gratitude
to the following for their c00peration in this study:
Wm. H Sparling, Huron County Commissioner of Schools,
and the superintendents of each of the schools which
were included in this study.

Chapter

TABLE OF CONTENTS

LIST OF TABLES

I. INTRODUCTION ............OOOOOOOCOOO000......

a.
b.
00

d.

Origin and Purpose of the Study .......
Limitations of the Study ..............
Similar Studies .......................

Procedure ......OOOOOOOOOOOOCOO00......

II. ANALYSIS OF THE TWO GROUPS OF PUPILS ........

a. Numbers of Pupils .....................

be
00
d.

6.

sex or Pupils ooooooooooooooooooooooooo
Age at Time of Entering High School ...
Distribution of Mental Test Scores ....

Summary of the Chapter ................

III. COIleARATIVE'ANALYSIS OF ACHIEVEMENTS OF
GROUP I AND 11 as MEASURED BY TEACHER'S

MARKS ...0.0.0....0.00....0.000000000000000.Q

80

Analysis of Success by Point Scores ...

Analysis of Success by Marks as
Given by Teachers .....................

Analysis of the Failures ..............
Analysis of the Drap-outs .............
Summary of the Chapter ................

iv

Page

m 01 03 F4 0‘

11
ll
15
15
18
19

20
21

26
30
55
34

Chapter Page

Iv. SUMMARY OFDATAo00.000000.000000000000000... 36
V. CONCLUSIONS AND SUGGESTIONS FOR FURTHER

STUDY O000.000....OOOOOOOOOOOOOOOOOOO0.00.... 40

a. Suggestions for Further Study ......... 41

VI. LIST OF REFmENCES ...............0.......... 45

VII. APPENDIX .00.....0............OOOOOOOOOOIOOOO 45

Table

II.
III.

IV.

VI.

VII.
VIII.

IX.

XI.
XII.

XIII.

LIST OF TABLES

A COMPARISON OF THE NUMBER OF RURAL

EIGHTH GRADE GRADUATES AND THE NUMBER

OF RURAL ENTRANTS IN HURON COUNTY HIGH
SCHOOLS FROM 1951-193? ooooooooooooooooooooo

COMPARISON OF SEX OF.RURAL PUPILS ..........
COMPARISON OF THE AGES OF GROUP I TO

GROUP II AT THE.TIME OF ENTRANCE INTO

HIGH SCHOOL ......OOOCOCOOOOO......OOOCOOIOO

DISTRIBUTION OF MENTAL TEST SCORES OF
RURAL PUPILS OF HURON COUNTY 1931-37 0.00...

DISTRIBUTION OF PUPIL'S SCHOLASTIC SUCCESS
BY POINT SCORES FOR GROUPS I AND II ........

DISTRIBUTION BY POINTS MADE BY PUPILS IN
GROUP I COMPARED TO DISTRIBUTION BY POINTS
IN GROUP II ......0.0.000...00.000.000.00...

DISTRIBUTION OF FIRST SEMESTER MARKS IN
TWELVE HURON COUNTY HIGH SCHOOLS ...........

PERCENTAGE DISTRIBUTION OF FIRST SEMESTER
MARKS FOR GROUPS I AND II ..................

AVERAGE POINT SCORES OF BOYS COMPARED TO
GIRLS IN GROUPS I AND II ...................

COMPARATIVE STUDY OF THE FAILURES IN
GROUPSIAND II ......O.......COOOOOOOOOOOOC

COMPARISON OF FAILURES BY SEXES IN
GROUP I AND GROUP II .......................

COMPARATIVE AGES OF DROP-OUTS FROM
GROUP I AND GROUP II .......................

SUMMARY OF DATA COMPILED FROM HURON COUNTY
HIGH SCHOOLS ............OCOOOOOOOOOOO......

vi

Page

12

14

16

18

21

25

26

28

29

31

52

35

57

A STUDY
OF THE SCHOLASTIC SUCCESS
OF RURAL NINTH GRADE PUPILS OF HURON COUNTY
1951-1937 INCLUSIVE

CHAPTER I
INTRODUCTION

For many years Michigan followed the old
constitutional practice of giving state-authorized
examinations to the rural eighth grade pupils in
each county. This examination was made up indep-
endently of the teacher. The examinations by
subjects were compiled by the staff of the State
Department of Public Instruction, and administered
by the county commissioner of schools, the super-
intendent of schools in the county seat and others
appointed by the county school commissioner.

The date of the examination was set by the
county school commissioner. As the rural schools
closed about the fifteenth day of May each year,
the examinations usually fell upon Thursday and
Friday of the first week of May.

On the appointed day the pupils of the eighth

2

grade from the primary school districts gathered

at the county seat for their final examinations.
The satisfactory passing of these examinations was
considered evidence of sufficient achievement for
the granting of an eighth grade diploma, signifying
graduation from the rural eighth grade and eligi-
bility for entrance into any public high school in
Michigan.

These county examinations entailed an expense
of approximately $20,000 (1) to the state in add-
ition to the expense to each of the pupils, many
of whom had travelled distances of thirty miles
or more to attend the examinations.

In 1933 the Michigan State Legislature passed
a bill abolishing the county eighth grade exam-
inations. The teacher of the primary district,
thereby, was given the sole responsibility of
preparing and passing the pupils from the rural
eighth grade to the ninth grade.

This study originated from a desire to answer

 

(1) Figure ($20,000) was obtained orally from
Dorr Stack, Director of the Division of School Board
Counciling, State Department of Public Instruction.

the following questions arising from the abolish-
ment of the county examinations:

1. Was the percentage of failures, among rural
ninth grade pupils, greater or less since the ab-
'olishment of these examinations?

2. Had the mean point score increased or de—
creased since the abolishment of the examination?

5. Which sex recorded the highest percentage
of failures?

4. Which sex recorded the highest percentage
of drop-outs?

5. What was the average age of the pupil who
left school?

Data were collected in an attempt to answer
these duestions from a purely statisical compara-
tive basis.

The high schools included in this study were.
limited to those of Huron County which were acc-
redited by the North Central Association of Second-
ary Schools and Colleges and those accredited by the
University of Michigan. The schools belonging in

this classification numbered twelve. For the pur-

pose of this study these schools were lettered A,
B, C, D, E, F, G, H, I, J, K, and L and were so
known and referred to throughout. (2)

The rural ninth grade entrants and their first
semester marks were studied. Only the first sem-
ester marks were studied in an attempt to exclude
the variability that longer attendance in high
school and greater orientation might bring about.

The year 1934 was eliminated from.this study
for the following reasons:

1. It seemed best to allow a year for adjustment
of both teachers and pupils to the new situation.

2. During 1954 the State Department of Public
Instruction continued to send out true and false
tests to be used as a teacher aid in the completion
of the eighth grade work.

References for this study were limited. No
studies were found which could be claimed as def-
initely related studies. In fact, no study was
available for review which dealt only with rural

pupils. However, several comparisons of rural

 

(2) See appendix for the list of schools.

to urban pupils contained information of value.

In a study of rural and village trained child-
ren in the Madisonville High School, Madisonville,
Kentucky, Henry found (3) the age range of rural
pupils entering high school to be from 12 years
to 18 years 11 months. He found the median age
to be 15 years and 8 months.

Keister's study (4) of two Nebraska high school
groups seemed to indicate that low chronological
age of rural pupils on entrance to high school gave
little evidence of the tendency of their school
marks. The median age of the rural pupil enter-
ing these two Nebraska high schools was 14.5 years
for the Neligh High School rural group and 14.4

years for the Norfolk High School rural group.

 

(3) Henry, Charles Isabell. 'A Comparison g;
‘ghg Work‘g§.Rural Egg City Children 33 the Madisonville
High School, Madisonville, Kentucky, pp. 38-41. Dep-
artment of Secondary School Principals, National
Education Association Bulletin, 1929.

4
( ) Keister, Baird Vinton. '5 Comparison 2;

Resident and Non-Resident Pupiling Two Nebraska High
Schools, pp. 41-44. Department of Secondary School
Principals, National Education Association Bulletin,
1929.

Schimke, in his study (5) of five Michigan
high schools, found that the non-resident pupils
were, on an average, six months older than village
pupils on entering high school. The average age
of the non-resident pupil as found by Schimke was
for School A, 14 years 5 months; School B, 14
years 4 months; School C, 14 years 9 months;
School D, 14 years 3 months; and School E, 14
years 9 months.

The mean scholastic marks of the non-resident
pupils, over a period of five consecutive years
and for the five schools, were found to be 2.389
for all subjects. The pupils in this study rated
best in Algebra, English and History. This non-
resident group consisted of 253 pupils.

At Dowagiac Michigan, Tyndall (6) made a

 

(5) Schimke, Edward A. A Comparative Study of
the Scholastic Achievements of Resident and Non-
Resident Graduates of Five Michigan High Schools for
the Years 1927-31 Inclusive. Unpublished Master's
Thesis, Ann Arbor: University of Michigan. pp.32-38.

(6) Tyndall, Ralph Ford. A Comparative Study of
the Rural and Urban Pupil in the Ninth Grade of Dowagiac
High School. Unpublished Master's Thesis, Ann Arbor:
University of Michigan. pp. 33.

study of the ninth grade pupils entering in the
fall of 1931 and found the forty two pupils to have
a mean I.Q. of 94.25.

A study made by May (7) of pupils from the
rural schools in the Township High School of
Robinson, Illinois showed the median age of the
rural pupil entering the ninth grade to be 14
years 8.9 months.

Hawkins found (8) that rural pupils showed
a tendency to be slightly undertrained in reading
comprehension, speed and language usage. The
content subjects such as English seemed the most
difficult and the pupils ranked low in the social
sciences. In Algebra and ninth grade general
science, however, they were significantly sup-

erior.

 

(7) May, Eric Oscar. A Comparative Stud yo
the Achievement of Pupils from Rural and illag_f
Schools of Crawford County, Illinois, pp. 36- 38.
Department of Secondary School Principals, National
Education Association Bulletin, 1929.

(8) Hawkins, Henry Gordon. A Comparison of
Basic Accomplishments of Rural and Village Trained
Pupils in Berrien Springs High School. Unpublished
Master's Thesis, Ann Arbor: University of Michigan,
1936. pp.44.

At the University of Michigan High School,
Mitchell made a study (9) of the comparative work
of pupils who had completed five semesters of work
and found that the mean of the rural pupil's marks,
as given by teachers, was 2.375. He also found
that the rural pupil group had a median I.Q. of
104.9 at the time of entrance to the high school.

" The average level of intelligence increases
throughout the high school years. This can be caus-
ed only by the elimination of the duller students.
The conclusion is that those who are unable to do
high school work drop out."(10)

The data for this study were obtained from
the following sources:

1. Office of the State Superintendent of Public
Instruction.

2. Office of the Huron County School Commissioner.

 

(9) Mitchell, James D. A Comparative Study of
the Achievement of Rural and Urban Pupils in the
University High School. Unpublished Master's Thesis,
Ann Arbor: University of Michigan, 1932. pp. 41-42.

(10) Douglass A.A. Secondary Education. Boston:
Houghton Mifflin Company, 1927. pp. 246.

3. Offices of the superintendents of the
schools included in this study.

From the office of the State Superintendent
of Public Instruction was obtained:

1. The date of the elimination of the county
eighth grade exandnations.

2. The approximate cost of producing, admin-
istering and correcting the examinations.

From.the office of the county school commiss-
ioner were obtained:

1. The number of pupils graduating from the
rural eighth grades in each year from 1931 through
1937.

2. The name of the school and the name of the
non-resident pupils enrolled in the ninth grade
from 1931 through 1937. These were obtained from
the initial enrollment blanks.

3. The birthdates of the pupils were also re-
corded from the initial enrollment blanks.

From records in the offices of the superintendents
of schools included in this study were obtained the
major portion of the data. These data had been re-

corded on the permanent records, form CA - 9, on

10

file for each pupil having enrolled in that school.

The following data were recorded for each pupil:(11)
name of school, name of pupil, age, birthdate, mental
test score, name of test, first semester marks, sub-

jects failed and sex of pupil.

The material was classified and the two groups
of pupils were studied as to number, sex, chrono-
logical age, I.Q. and percent of pupils entering
high school from.the field of rural eighth grade
graduates each year. The material was then ana-
lyzed on a comparative basis for the three year
period of 1931-33 inclusive with that of the three
year period of 1935-37 inclusive. The group of
pupils fer the period 1931-33 inclusive will be
referred to hereafter in this study as Group I.

The group of pupils for the period 1935-37 inclusive
will be referred to hereafter in this study as

Group II.

 

(11) See blank form in appendix.

11

CHAPTER II
ANALYSIS OF THE TWO GROUPS OF PUPILS

This study includes all the pupils of Huron
County who graduated from the rural eighth grade
and entered high school in the period indicated.
For this reason, it seemed advisable to make a
preliminary comparison of the two groups to deter-
mine how similar they were on everything except
achievement as shown by marks, and to determine
the significance of any difference. This compar-
ison was based upon the number of pupils, sex of
pupils, and age at the time of entering the ninth
grade. The intelligence quotients were available
for slightly more than one half the pupils in each
group. Allowances were made statistically for this

fact.

Number of Pupils
Table I, page 12 shows the number of rural
pupils graduating from the eighth grade compared
with the number of these graduates entering high
schools. Over a period of six years the two'groups,

being fairly large in number, varied only by fifteen.

This shows that the number who were graduating

yearly from the rural eighth grades of the county

was practically constant.

TABLE I

A COMPARISON OF THE NUMBER
OF RURAL EIGHTH GRADE GRADUATES
AND THE NUMBER OF RURAL ENTRANTS
IN HURON COUNTY HIGH SCHOOLS FROM 1931-1937

 

 

 

 

 

 

 

 

 

 

 

 

 

In Percent

.55 of one percent

GROUP I GROUP 11

Rural High School Rural High School.
Year Gggduates Entrants Year Graduates Entrants
1931 380 199 1935 390 181
1932 419 198 1936 410 209
1933 392 201 1937 397 194
Total 1191 598 1176 584
Percent Who
Enter H.S. 50.21 49.56
Difference

 

The above table shows that, in the three year

period from 1931-33, 598 rural pupils entered high

school while in the years 1935-37 there were 584

rural pupils who entered high school.

This was a

 

difference of fourteen. The percent of pupils
entering high school from the two groups differs
by only .55 of one percent. This difference is
hardly sufficient to be considered significant.

Sex of Pupils

Table II, page 14 shows the number of boys
and girls in Group I and Group II. There were
46.44 percent boys in the first group and 47.47
percent boys in the second group. This difference
of 1.03 percent is so small that the effect on a
slight difference of achievement as registered
between boys and girls can scarcely be considered
significant.

This table shows irregularity of numbers of
the sexes with changes occurring in some cases
from a greater number of girls to a greater
number of boys. The total percentages of boys
and girls in the county were not effected by

changes in the individual schools.

TABLE

COMPARISON OF SEX OF RURAL PUPILS

l4

 

 

 

 

 

 

 

 

 

 

 

 

GROUP I GROUP II

School Boys Girls Boys Girls
A 24 28 26 29
B 5 9 4 6
C 14 16 10 20
D l5 16 27 20
E 8 23 6 19
F 26 22 24 24
G 19 25 26 21
H 29 32 22 17
I 24 17 28 19
J 10 13 10 7
K 29 58 46 49
L 45 27 16 40
Totals 248 286 245 271
Percent 46.44 53.56 47.47 52.53

 

 

Age at Time of Entrance into Ninth Grade

Table III, page 16 shows the comparative
ages of the pupils in Group I and Group II at the
time of their entrance into the ninth grade of
Huron County high schools. The mean age of the
first group was 14 years 2.433 months with 68
percent of the pupils occurring within the range
of years from 13 years 6 months to 15 years 4
months. The second group had a mean age of 14
years 3.4 months, 68 percent of the group ages
occurring in the range from.l3 years and 3 months
to 15 years and 4 months.

The difference of the mean age of the first
group and the second group was .967 of a month
with a standard error of this difference as .785
months. The difference was not considered sig-
nificant.

" In order to be practically certain that there
is a real difference in merit between these two

groups, the difference between the means should be

TABLE III

16

COMPARISON OF THE AGES OF GROUP I TO GROUP II

AT THE TIME OF ENTRANCE INTO HIGH SCHOOL

 

 

Age in Years

 

 

 

 

 

 

 

 

 

 

 

and Months GROUP I GROUP II
18-6 18-11 1 0
18-0 18- 5 2 2
17-6 17-11 1 2
17-0 17- 5 l 7
16-6 16-11 14 8
16-0 16- 5 16 9
15-6 15-11 35 26
15-0 15- 5 54 60
14-6 14-11 78 85
14-0 14- 5 117 119
13-6 13-11 76 92
13-0 13- 5 65 67
12-6 12-11 49 32
12-0 12- 5 15 5
11-6 11-11 6 2
11-0 11- 5 2 0

__lO-6 :10-11 2 0
Totals 534 516
Means 14gyears 2.433 mo. 14_years 3.4 mo.
Standard
Deviation p;3.8517 412024
Standard
Error ' .58 .53
Difference

*Tfipf Means .967

D .785
Ratio of Difference of Means to
Standard Error of the Difference

of the Meangp 1.232 : l

 

 

17

at least three times as great as the standard error
of this difference." (12)

The difference of the means is 1.232 times
as large as the standard error of the difference
and therefore not large enough to be significant.

Table IV, page 18 shows the distribution of
intelligence quotients of rural pupils of Huron
County. The intelligence quotients were available
for slightly more than one half of each group or
58.05 percent of Group I and 52.13 percent of
Group II.

The mean score of Group I was 101.6 compared
to the mean score of 100.92 for Group II. The
obtained difference of the means was .68. The
significance of this difference was found by
finding the ratio of the obtained difference of
the means to the standard error of the difference

of the means.

 

(12) Teigs, Ernest W. Tests and Measurements
for Teachers, Boston: Houghton Mifflin Company,
1931. pp. 234.

18

TABLE IV

DISTRIBUTION OF MENTAL TEST SCORES OF (13)
RURAL PUPILS OF HURON COUNTY 1931-37

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GROUP I GROUP 11

Scores f f

120 - 124 5 13
115 - 119 17 11
110 - 114 35 36

105 - 109 46 27
100 - 104 99 61

95 - 99 49 48

90 - 94 10 21

85 - 89 24 29

80 - ‘84, 25 23
Totalgr 310 269
Median 102.37 101.51
Mean 101.6 #100192

tandard
Dev18t1°n 9045 203%;
Standard

Error .536 .1421
Probable -

‘ Error .361 .0426
Combined Median of Both Groups 101.94
ED of the Means __;553
Obtained Difference of the Means .68

 

Ratio of Difference of Means to
Standard Error of the Difference 1.229 : 1

 

 

(15) According to the Otis Self-Administering
Test of Mental Ability.

19

The ratio of the obtained difference of the
means to the standard error of the difference of
the means was found to be 1.229 : 1 which was much
less than the three to one ratio necessary for a
significant difference of the means. This would
seem to indicate that the probable learning rates

of the two groups are about the same.
Summary of the Chapter

The number of rural pupils entering high schools
of Huron County in Group I was very nearly the same
as that for Group II. The number of boys in Group
I varied little from that of Group II. There was
no significant difference in the mean age of the two
groups. The difference in the mean I.Q.'s of the
two groups was too small to make a significant
difference in the probable learning rates of Group I
and Group 11. Thus from the standpoint of number,
age, sex and intelligence quotients, Group I and

Group II were homogeneous.

20

CHAPTER III
COMPARATIVE ANALYSIS OF ACKILVENENTS
OF GROUPS I AND II AS MEASURED BY TEACHER'S hARKS

Table V, page 21 shows the distribution of
pupil's scholastic success by point scores. The
point scores were computed by giving the marks
numerical point value, thus: A: 4, B: 3, Ca 2,

D: l, E: 0. The table also shows that Group I,
composed of 534 rural pupils, had a mean point
score of 8.953 while Group II, composed of 516
rural pupils had a mean point score of 8.709.
There was a difference in the mean point scores
of .244 in favor of Group I.

" An obtained difference in mean scores is
significant when the odds are great that the true
difference is greater than zero." (14) ‘The formula
will be found in the appendix.

The standard error of difference was equal, in

this distribution problem, to .2021.

 

(l4) Garrett, Henry E. Statistics‘ig Psychology
and Education. New York: Longmans, Green and Company.
Copyright 1926, (Second Edition, 1937) pp. 210.

TABLE V

DISTRIBUTION OF PUPIL'S SCHOLASTIC SUCCESS
BY POINT SCORES FOR GROUPS I AND II

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

:==— - .‘
GROUP I GROUP 11
Scores f f
16 10 6
l4 - 15 36 23
12 - 13 85 83
10 - 11 92 103
8 - 9 131 110
6 - 7 105 103
4 - 5 48 63
2 - 3 20 21
0 - _;7 7 4
Totals 534 N 516 N
Means 8.953 8.709
Medians 9.328 9.218
Standard
Deviation 3.326 3.223
Standard
‘ Error of Medi .1763 .2065
Standard
Error of Mean .1439 .1419
Probable
__§rror .0970 .0957
ED q§Zthe Means .2021
Obtained Difference of the Means .244

 

Ratio of the Difference of the Means to
Standard Egror of_Di§ference of Means 4143073

 

ED of the Medians .2715
Obtained Difference of Medians .110

 

RatiO of Difference of Medians to
Standard Error of Difference of hedians .4515

 

 

 

22

To be certain that there is a real difference
in merit between Group I and Group II, the difference
between the means would need to be at least three
times as great as the standard error of this differ-
ence. (15)

In this case of distribution of point scores,
the ratio of the obtained differences of the means
to the standard error of the difference was
1.2073 : 1. As this ratio was less than three to
one the difference of the means could not be
considered significant.

The obtained difference between the medians
was .110. The significance of this difference
was determined by finding the ratio of the differ-
ence to the standard error of the difference.

The ratio was .4515 x 1. The result shows the
difference to be insignificant.

" It is customary to take the difference of
the medians divided by the standard error of the

difference of the medians with quotient three as

 

15
( ) Teigs, Ernest W. Op. cit., p. 234.

23

indicative of significant difference (virtual
certainty) since there is only about one chance
in one thousand that a difference of plus three
will arise when the true difference is zero." (15)

This table also showed the standard deviation
of Group I to be 3.326 and that for Group II was
found to be 3.223. For Group I, 68 percent of
the point scores fell between the ( mean + 3.326)
and the ( mean - 3.326 ) or between 12.279 and
5.627. In Group II, 68 percent of the point
scores fell between ( mean-+ 3.2234 ) and the
( mean - 3.2234 ) or between the point scores of
11.9326 and 5.4858.

This table revealed a slight difference in
mean point scores in favor of Group I but this
difference was proven to be insignificant.

Table VI, page 25 shows the distribution by
points made by pupils in Group I compared to the
distribution by points made by pupils in Group II.

'16
( ) Garrett, Henry E. Op. cit., p. 213.

 

24

Group I had 2136 marks for a total of 4766 points.
Group II, which is slightly smaller, had 2064 marks
for a total of 4486 points. The mean Scholastic
mark for Group I was found to have a point value

of 2.2312 compared to the mean mark for Group II
with a point value of 2.173.

The combined mean mark of rural pupils of
Huron County for the first semester in high school
from 1931-1937 was found to have a point value of
2.2021. This value is Slightly lower than the av-
erage of 2.389 which Schimke (17) found in his
study of five Michigan high schools.

In Table VI, page 25, 56.75 percent of the
points for Group I were made with marks A and B
only compared with 54.78 percent of the total
points of Group II which were made with the marks
A and B. Column A, B and C for Group I had a total
of 4377 points or 91.83 percent of the total points.
Group II had a total of 4080 points or 91.34 percent
of the total points in the A,B and C distribution.

 

(17)
Schimke, Edward A. Op. cit., p.32-38.

TABLE VI

25

DISTRIBUTION BY POINTS MADE BY PUPILS IN GROUP I
COMPARED TO DISTRIBUTION BY POINTS IN GROUP II

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GROUP I GROUP II
No. Total A & B A, B No. Total A.& B A, B
Mggk Points arks Points Only, & C Marks Points Only a C__
A 4 218 872 872 872 145 580 580 580
B 3 611 1833 1833 1833 626 1878 1878 1878
C 2 836 1672 1672 815 1630 1630
D l 389 389 401 401
E 0 82 0 77 0
_;Totals 2136 4766 2705 4377 2064 4486 2458 4080
Percent of
Total 100 56.75 91:83 100 54.78 91.34
Average No.
of Points 2.2312 3.263 2.629 2.173 3.188_2.572

 

 

In summary Table VI shows a slight decrease in the

percentage of A and B marks for Group II.

and 0 decreased .49 percent for Group II.

Column A, B

 

Table VII shows the distribution of marks in the

 

twelve schools included in this study.

TABLE VII

DISTRIBUTION OF FIRST SEMESTER MARKS
IN TWELVE HURON COUNTY HIGH SCHOOLS

26

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GROUP I GROUP II

No. OE' No. of _fl-—Fi
School, Pupils? A B C D E Pupils_ A B C D E
A 52 22 51 76 55 4 55 12 49 79 66 14
B 14 3 23 27 3 0 10 1 7 17 15 O
C 30 4 42 54 17 3 3O 10 33 49 18 10
D 31 4 40 60 19 1 47 7 76 69 30 6
E 31 10 32 67 15 0 25 3 23 63 11 0
F 48 22 37 76 48 9 48 3O 74 55 33 O
G 44 21 36 60 37 22 47 8 59 88 30 3
H 61 35 85 79 40 5 39 16 43 70 23 4
I 41 10 53 64 30 7 47 21 43 48 56 20
J 23 12 23 35 20 2 17 8 27 24 9 0
K 87 42 113 122 59 12 95 13 124 157 71 15
L 72 33 76 116 46 17 56 16 68 96 39 5
Totals 534 18 611 836 389 82 516 145 626 815 401 77
The distribution of marks varied with each school. It

 

27

was found that schools C and D were lowest in the
number of A's. Each school had only four A's
over a period of three years in Group I. Group
II in schools C and D had ten A's and seven A's
respectively. Schools G and H had a decrease in
the number of A's in Group II.

Table VIII, page 28 shows the distribution
of the percentages of each mark received by pupils
in the schools included in this study. The per-
centage of A's varied from 3.22 percent in school
D to 14.34 percent in school B of Group I. The
greatest variation was found in school F of Group
II. This school had 15.62 percent A's and 0.0
percent E's.

The medians of the distribution of percentages
of Group I varied somewhat from the medians of
Group II. The greatest difference was recorded
between the medians of the A columns. The median
of column A in Group I was 11.0 compared to the
median of 6.3 for column A in Group II. The medians
of Group I indicate a higher distribution of marks
in the A and B columns than are found in the

corresponding columns of A and B for Group II.

TABLE VIII

PERCENTAGE DISTRIBUTION OF
FIRST SEMESTER MARKS FOR GROUPS I AND II

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GROUP I GROUP II
School A B C D E A B C D E
A 10.6 24.5 36.6 26.4 1.9 5.4 22.3 35.9 30.0 6.4
B 5.4 41.1 48.2 5.3 0.0 2.5 17.5 42.5 37.5 0.0
C 3.3 35.0 45.0 14.2 2.5 8.3 27.5 40.9 15.0 8.3
D 3.2 32.3 48.4 15.3 0.8 3.7 40.4 36.7 16.0 3.2
E 8.1 25.8 54.0 12.1 0.0 3.0 23.0 63.0 11.0 0.0
F 11.4 19.3 39.6 25.0 4.7 15.6 38.5 28.7 17.2 0.0
G 11.9 20.5 34.1 21.0 12.5 4.2 31.4 46.9 15.9 1.6
H 14.3 38.8 32.4 16.4 2.1 10.2 27.6 44.9 14.7 2.6
I 6.1 32.3 39.0 18.3 4.3 11.2 22.9 25.5 29.8 10.6
J 13.0 25.0 38.0 21.8 2.2 11.8 39.7 35.3 13.2 0.0
K 12.1 32.1 35.2 17.1 3.5 3.4 32.7 41.3 18.7 3.9
L 11.4 26.4 40.3 16.0 5.9 7.1 30.4 42.9 17.4 2.2
Medign 11.0 29.2 39.3 16.2 2.4 6.3 29.0 41.1 16.6 2.4

 

The medians

A medians show a

compared show a difference as follows:

difference of 4.8, B medians show a

difference of .2, C medians show a difference of 1.8,

D medians show a difference of .4, and E medians show

no difference.

 

average point acores for girls compared to the

Table IX indicates the distribution of the

average point scores of boys in Groups I and 11.

TABLE IX

AVERAGE POINT SCORES OF BOYS

COMPARED TO GIRLS IN GROUPS I AND II

 

 

 

 

 

 

GROUP I GROUP 11

School 248 Boys 286 Girls 245 Boys 271 Girls
A 7.143 9.61 6.346 8.75
B 8.2 10.7 5.5 8.66
C 8.31 9.5 8.1 8.7

D 8.4 8.76 7.4 11.6

E 8.75 9.13 8.12 8.57
F 7.12 9.72 8.54 11.62
G 5.47 9.8 8.5 9.23
H 8.53 11.06 8.32 10.17
I 8.16 9.47 8.11 10.57
J 6.5 10.92 9.8 10.29
K 7.0 10.31 8.23 8.77
L 8.73 9.07 7.4 9.52
Median 8.18 9.66 8.115 8.42
Average 7.665 9.583 7.71 9.704

 

 

 

 

 

 

Combined Averages

Boys. 7 0687

Girls:- 9 0643

 

 

 

30

The average point scores for the boys of
Group I were 7.665 compared to 9.583 for the
girls. For Group II the boys had a point score
average of 7.71 compared to 9.704 for the girls.
The combined averages indicated a superiority for
the girls by 1.956 points.

Table X, page 31 is a comparative study of
the failures in Groups I and II. Group I had 82
failures with the highest percentage of failures
registered in Algebra. Group II had 77 failures
with the greatest number and highest percentage
registered in English.

Each group was weak in both Algebra and English.
The smallest number of failures appeared in Home
Economics in both cases, Group I having no failures
while Group II had only two failures in this subject.
The failures in Latin maintained a constant position
being third high in both groups. Business Training
dropped from fourth position in Group I to sixth
position in Group II, while both Civics and Biol-
ogy increased their failures from five in each

group to seven and nine respectively.

TABLE X

31

COMPARATIVE STUDY OF THE FAILURES IN GROUPS I AND II

 

 

 

 

 

 

GROUP I GROUP II
No. of Percent of No. of Percent of

Subject Failures Failures Failures Failures
Latin 11 13.41 11 14.29
English 22 26.83 26 33.76
Algebra .31 37.80 17 22.08
Biology 5 6.10 9 11.70
Civics 5 6.10 7 9.09
Business Training 8 9.76 5 6.49
Home Economics 0 0.0 2 2.59
Totals 82 100.0 77 100.0

 

 

 

 

 

In summary, Table X shows that 78.04 percent of

Group I failed in Latin, English and Algebra while 21.96

percent of the group failed in the remaining three

subjects Biology, Civics and Business Training.

In Group

II, 70.13 percent of the failures were in Latin, English

and Algebra, while the remaining 18.17 percent of the

failures occurred in Biology, Civics, Business Training

and Home Economics.

 

32

Table XI shows the comparison of failures
by sexes, in Group I and Group II. The boys in
Group I and Group 11 received more failing marks

than the girls.

TABLE XI

COMPARISON OF FAILURES BY SEXES
IN GROUP I AND GROUP II

 

 

 

 

 

 

 

 

 

Bgys Girls
Failures in Group I 60 22
Failures iggGroungI _49 28
Totals 159 50
Percent Egiling 68.56 31.44

 

The number of failing marks received by boys
in Group I'totaled 60 compared to 22 failing marks
received by girls in the same group. In Group II,
49 failing marks were received by the boys compared
to 28 failing marks for the girls of the same group.
Boys received 68.56 percent of the failing marks
given by teachers during the period covered by the
combined groups. Girls received 31.44 percent of
the failing marks given by teachers during the same
period.

33

Table XII shows the age of the pupils drOp-
ping out of Group I and Group II before the end of
the first semester of high school work was completed.
Sixty four pupils dropped out of school during the
period covered by Group 1. Thirty six or 56.25
percent were girls while 28 or 43.75 percent were
boys. Sixty eight pupils drOpped out of Group II.

Fifty percent of these, or 34 pupils were girls.

TABLE XII

COMPARATIVE AGES OF DROP-OUTS
FROM GROUP I AND GROUP II

 

 

 

 

 

 

 

 

 

 

GROUP I GROUP II
Boys Girls Boys Gigls
Number of Drop-outs 28 36 34 34
Percent of Drop-outs 43.75 56.25 50.0 50.0
Mean Age of Drop-outs
in Years and Months 14-11 14-3 14:11 14-7
Combined Mean Age of
Boys anggGirls glgyrs. 8mo. 14yrg; 9mo.

 

 

The mean age of the boys during both periods
maintained a constant level of 14 years 11 months.
The mean age of the girls increased from 14 years

3 months to 14 years 7 months in Group II.

34

In summary, Table XII shows that Group II
had the largest number of failures but the per-
oentage of boys and girls failing was equal.
Group I had a smaller number of failures than Group
II but the percentage of girls who failed was
larger. The combined mean age increased from 14
years 8 months in Group I to 14 years 9 months in

Group II. This was an increase of one month.
Summary of the Chapter

The mean point score per pupil of Group I
exceeded that of Group II by .244 of a point. This
difference was proven statistically insignificant.
The difference of the medians of Group I and Group
II was .110. This was shown to be insufficient for
reliability. The distribution of the points made
by pupils showed a slight decrease in the percentage
of A and B marks for Group II. The distribution of
the marks by schools varied for each school with the
distribution of Group I very near that of Group II.
The variation ranged from 30 A's and 0 E's in school}
F of Group II to 12 A's and 14 E's in school A of

Group II.

35

The average point scores of Group I and Group
11 showed little variation. The subjects failed
and the percent of failures seemed to indicate no
change in failing trends. Boys received over
two-thirds of the failing marks given during the
period covered by this study.

The highest percentage of drOp-outs was recorded
for girls. The combined mean age of the pupil leav-
ing Group I was 14 years and 8 months compared to
the combined mean age of 14 years 9 months for the

pupil leaving Group II.

36

CHAPTER IV
SUMMARY OF DATA

Table XIII, page 37 shows the summary of the
data compiled in this study of the rural pupils
of twelve high schools in Huron County for the
period 1931-1937 inclusive.

Group I contained 534 pupils compared to 516
pupils in Group II. The division of the sexes of
the two groups was found to be 46.44 percent boys
in Group I and 47.47 percent boys in Group II. The
mean age of the pupils of Group I was 14 years
2.43 months while the mean age of Group II was
found to be 14 years 3.4 months. The mean intell-
igence quotient of Group I was found to be 101.6
compared to the intelligence quotient of 100.92
for Group II.

The mean point score per pupil in Group I
was 8.953 compared to 8.709 for Group II. The
mean point score per mark for Group I was 2.2312
compared to 2.173 as the point score for Group II.
The combined average point scores for the boys of
both groups was found to be 7.687 compared to the

TABLE XIII

SUMMARY OF DATA COMPILED FROM
HURON COUNTY HIGH SCHOOLS 1931-1937

37

 

 

 

 

'ITEMS COMPARED GROUP I GROUP II
Number in Study 534 516
Boys in Study 248 245
Girls in Study 286 271
Percent Boys in Each Group 46.44 47.47
Percent Girls in Each Group 53.56 52.53
Mean Age l4yrs. 2mo. l4yrs. 3mo.
Mean Intelligence Quotient 101.6 100.92
Median Intelligence Quotient 102.37 101.51
Median Point Score Per Pupil 9.328 9.218
Mean Point Score Per Pupil 8.963 8.709
Mean Point Score Per Mark 2.2312 2.173
Boys Average Point Score 7.665 7.71
Girls Average Point Score 9.583 9.643
Most Difficult Subject Algebra English
No. of Failures in All Subjects 7 82 77
Percentage of Failures 3.84 3.74
No. of Boy DrOp-outs 28 34
No. of Girl Drop-outs 36 34
Percent of Boy Drop-outs 43.75 50.0
Percent of Girl Drop-outs 56.25 50.0

 

 

Combined Mean Age of DEQp-outs 14yrs. 8mo. l4yrs. 9mo.

 

 

38

combined average point score for girls of 9.643.

The medians of the distribution of percent-
ages showed Group I to have a median of 11.0
percent of A's and 29.2 percent of B's compared
to a median of 6.3 percent of A's and 29.0 per-
cent of B's for Group II. The failures for Group
I were 3.84 percent compared to 3.74 percent of
failures for Group II. The most difficult sub-
jects for Group I and II were Algebra and English.
The total number of failures was less for Group
II, but the percentage of failures differed by
only .1 of one percent.

The number of pupils who dropped out of school
before the close of the first semester was increased
by four in Group II. The mean age of the pupil who
left school was 14 years 8.1 months for Group I.
The mean age of the pupil remaining in school was
14 years 2.43 months for Group 1. Therefore, the
pupils who left school during 1931-1933 were, on
an average, 5.67 months older than the pupils who
remained in school during this period. The mean
age of the pupil who left school during the period
covered by Group II was 14 years 9.2 months. The

39

mean age of the pupil who remained in school dur-
ing this period was 14 years 3.4 months. This
indicated that the pupil who left school during
the latter period was, on the average, 5.8

months older than the pupil who remained in school.

40

CHAPTER V
CONCLUSIONS AND SUGGESTIONS FOR FURTHER STUDY

The following conclusions are indicated from
the findings of the preceding study:

1. There was a slightly higher percentage of
failures among rural ninth grade pupils who entered
the high schools of Huron County before the elimin-
ation of the county eighth grade examinations than
among the rural pupils who entered the same high
schools after the elimination of the county eighth
grade examinations.

2. The boys included in this study received a
much higher percentage of failing marks than did the
girls.

3. There was no significant difference in the
mean point score of the high school marks of pupils
who wrote the county examinations and the high school
marks of pupils who entered Huron County high schools
since the elimination of the county eighth grade
examinations.

4. The mean scholastic high school mark for the
first semester earned by rural pupils who entered

with the examination and those who entered high

41

school after its elimination was slightly higher
than a "C".

5. Rural pupils who entered high school with
the county eighth grade examinations left school
in greater numbers and higher percentages than the
rural pupils who entered high school without the
eighth.grade county examination. There was no
evidence to show that the county eighth grade
examination was a factor of the difference.

6. The rural pupils who entered high school
after taking the county examination and later
dropped out of school before completing the first
semester were younger than the rural pupils leav-
ing high school since the discontinuance of the
county examination.

7. In accordance with the findings of this study,
the elimdnation of the county eighth grade exams
ination seems to have had little effect upon the
scholastic success of rural pupils, as measured by

teacher's marks.
Suggestions for Further Study

A problem growing out of this study includes

42

a survey of a larger area, possibly the entire state
of Michigan, to determine the possibility of the
effect of the elimination of the county eighth grade
examdnations on the scholastic success of the rural
pupils of Michigan.

There is a need for a study to determine the
pupil tests necessary for complete pupil records.
According to many superintendents, the cost of an
adequate yearly testing program is greater than
the available funds for that purpose. A method of
supplying these tests by some central agency, free
of charge to the schools, would tend to eliminate

faulty records.

43

LIST OF REFERENCES
Books

Douglass, A.A. Secondary Education. Boston:
Houghton Mifflin Company, 1927. Pp. 490.

Garrett, Henry E. Statistihh‘ih Psychology and
Education. Longmans, Green and Company, Copy-
right 1926 (Second Edition, 1937), Pp. xiii - 493.

Good, Carter V.; Barr, A.S.; and Scates, Douglas E.
Th3 Methodology 2E Educationg; Research.
New York: D. Appleton-Century Company, 1936.
Pp. xxi - 882.

Tiegs, Ernest W. Tests and Measuggments for Teachers.
Boston: Houghton Mifflin Company, 1931. Pp. xx - 470.

Bulletins

Henry, Charles Isabell. ‘h Comparison gf'hhg Work 2;
Rural and City Children $2.322 Madisonville High
.§chool, Madisonville, Kentuchy, Department of
Secondary School Principals, National Education
Association Bulletin, 1929. pp. 38-41.

 

Keister, Baird Vinton. A Comparison of Resident and
Non-Resident Pupils in Two Nebraska High Schools,
Department of Secondary School Principals, National
Education Association Bulletin, 1929. pp. 41-44.

May, Eric Oscar. A Comparative Study of the Achieve-
ment of Pu 113 from the Rural and Villagg Schools
of Crawford ounty, Illinois, Department of
Secondary School Principals, National Education
Association Bulletin, 1929. pp. 36-38.

44

Articles

" Do Teacher's Marks Vary as

Bolton, Frederick E.
Education, XLVIII ( September,

Much as Supposed?"
1927), 25-59.

Korey, Ruth. " The Question of Marks," School
Societ , XXIV ( August 7, 1926 ), 175-76.

and

Theses

Hawkins, Henry Gordon. A Comparison of Basic
Accomplishments of Rural and Village Trained
Pupils in Berrien Springs High School. Un-
published Master's Thesis, Ann Arbor: University

Of Michigan’ 1952. Pp. V1 " 44.

Mitchell, James D. A Comparative Study of the
Achievement of Rural and Urban Pupils at the

University of Michigan High School. Unpublished
Master's Thesis, Ann Arbor: University of Michigan,

1932. Pp. vi - 43.

Schimke, Edward A. A Comparative Study of the
Scholastic Success of Resident and Non-Resident
Graduates of Five Michigan High Schools for the
Years 1927-51 Inclusive. Unpublished Master's
Thesis, Ann Arbor: University of Michigan. Pp. 52.

Tyndall, Ralph Ford. A Comparative Study of the
Rural and Urban Pupil in the Ninth Grade of the
Dowagiac High School, 1952. Unpublished Master's
Thesis, Ann Arbor: University of Michigan. Pp. iv

- 560

APPENDIX

45

THE RELIABILITY OF TEACHER'S MARKS

Because there is a difference of opinion as to
the reliability of teacher's marks the following

quotations are included:

" Promotion, continuance at school itself,
depends upon the pupil's standing as measured by

marks." (18)

" 1. An analysis of the marks assigned by
Seattle teachers on a given set of twenty four
sixth grade arithmetic papers shows great uniform-
ity of rating by the twenty two teachers.

2. A re-analysis of the results of marking
of ten Freshman English examination papers sub-
mitted by Starch to ten instructors in English
in the University of Wisconsin seems to show great
uniformity instead of great diversity ...

6. This study of the new data combined with
the restudy... seems to discount entirely the be-
lief that there is little or no uniformity in
teacher's marks...

8. In all probability there is sufficient

 

(18) Korey, Ruth. " The Question of Marks,"
School agg Society, XXIV ( August 7, 1926), 175-76.

46

reliability in teacher's marks to justify their
continued use as a means of determining promotions
in the grades or of graduation from high school

or college and for the purpose of determining
college entrance. When all the grades assigned

to a pupil at all times in a given subject, and
all the grades given by different teachers in the
pupil's school career are massed and a composite
rating is secured undoubtedly it represents quite

fairly the pupil's past performance." (19)

 

(19) Bolton, Frederick E. "De Teacher's Marks
Vary as Much as Supposed?" Education, XLVIII
( September, 1927), 23-39.

47

Sample of Form Used to Record Data in this Study

 

 

School__

 

Name of Pupil Sex

 

Year of Entrance

 

Birthdate

 

Age on Entrance to High School__h

Mental Test Score Name of Test

 

 

 

First Semester Marks
Failures by Subjects ===
Drop-out

 

 

 

LIST OF SCHOOLS INCLUDED IN THIS STUDY

Bad Axe

Bay Port
Elkton
Harbor Beach
Kinda
Owendale
Pigeon
Pinnebog
Port Austin
Port Hope
Sebewaing
Ubly

48

49

Reliability of the Difference Between Two Means

"The formula for calculating the significance
of the difference between two obtained means, when

dealing with different groups, is

 

6D ”CD/Ml - m2 Vézml 4- 62M2

O’Ml is the standard error of the mean of the

first group.
(Th2 is the standard error of the mean of the
second group.

C5D is the standard error of the difference
between the two means." (20)

 

(20) Garrett, Henry E. Op. cit., p. 211.

 

 

 

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