RADES FOR THE SUBJECTS REPEATED, WITH AN EXTRA SCHEDULE

Total Repetitions A B C D ..

1801 Boys 29 288 969 462 53
2153 Girls 39 363 1191 497 63
----------------
Per Cent of Total 1.7 16.6 54.5 27.2

Out of the 3,954 repeated subjects in this distribution, 72.8 per cent
secure passing grades, 27.2 per cent result in failures. This means
that the repeaters with an extra schedule have 11.4 per cent fewer
failing grades than the repeaters who carry only a normal or a reduced
schedule. They also excel in the percentage of A's and B's secured for
repeated subjects. In only one of the eight schools was the reverse of
these general facts found to be true. In one other school the
difference was more than 2 to 1 in favor of the extra schedule
repeaters as judged by the percentages of failure for each group. It
seems that at least three factors operate to secure superior results
for repeaters with heavier schedule. First, they are undoubtedly a more
highly selected group in reference to ability and energy. Second, they
have the advantage of the spur and the motivation which comes from the
consciousness of a heavier responsibility, and from which emanates
greater earnestness of effort. Third, it is probable that some teachers
are more helpful and considerate in the aiding and grading of pupils
who appear to be working hard. It is, at any rate, a plain fact that
those who are willing and who are permitted to take extra work are the
more successful. Excessive emphasis must not be placed on the latter
requirement alone, as willingness frequently seems to be the only
essential condition imposed.

_b. Later Grades in the Same Kind of Subjects, Following Repetition and
Without It_

Next in importance to the degree of success attending the repetition of
failing subjects is the effect which such repetition has upon the
results in later subjects of the same kind. By tabulating separately
the later grades in like subjects for those who had repeated and for
those who had not repeated after failure, we have the basis for the
following comparison of results. It should be stated at this point that
by the same kind of subject is not meant a promiscuous grouping
together of all language or of all history courses. But for languages a
later