es drop off, doubtless due to the
increasing effect by this time of the non-failing graduates on the
total enrollment. The graduates alone are next considered in this
respect.

PERCENTAGES OF THE TOTAL FAILURES FOR THE GRADUATES ON THE TOTAL
SUBJECT ENROLLMENT FOR GRADUATES, BY SEMESTERS

Semester 1 2 3 4 5 6 7 8 9 10

Per Cent 5.9 6.6 7.8 9.1 9.2 10.5 9.1 7.3 8.8 5.2

These percentages are based on the total possibility of failure, and
reach their highest point in the sixth semester, where the percentage
of failure is nearly twice that for the first semester. These same
facts may be effectively presented also by the percentages of such
failures for the graduates on the total subject enrollment for only the
failing graduates in each semester.

PERCENTAGES OF THE TOTAL FAILURES FOR THE GRADUATES ON THE TOTAL
SUBJECT ENROLLMENT FOR FAILING GRADUATES, BY SEMESTERS

Semester 1 2 3 4 5 6 7 8 9 10

Per Cent 31.4 31.2 31.8 32.7 32.3 36.6 37.5 37.4 38.0 36.0

The percentages here are limited to the total possibilities of failure
for those graduates who do fail in each semester. They reach the
highest point in the ninth semester, with a gradual increase from the
first. The high point is reached later in this series than in the one
immediately preceding, because while the percentage of pupils failing
decreases in the final semesters (p. 14), there is an increase in the
number of failures per failing pupil (Table IV).

This increase of percentages by semesters for the graduates on the
total possibility of failure, as just noted, is due to an actual
increase in the number of failures for the later semesters. By the
distribution of failures in Table II more than 56 per cent of the
failures are found after the completion of the second year, in spite of
the fact that about 10 per cent of the pupils who graduate do so in
three or three and a half years. The failures of the graduates are
simply the more numerous after the first two years in school. That this
situation is no accident due to the superior weight of any single
school in the composite group, is readily disclosed by turning to the
units which form the composite. For these schools the percentages of
the graduates' failures that are found after the second year range from
40 per cent to 66 per cent. In only three of the schools are such
pe