apter.

A much more ingenious device for enabling at least some pupils to
escape the repetition and yet to continue the subject was discovered in
one school, in which it had been employed. Briefly stated, the scheme
involved a nominal passing grade of 70 per cent, but a passing average
of 75 per cent; and so long as the average was attained, the grade in
one or two of the subjects might be permitted to drop as low as 60 per
cent. Then in the event of a lower average than 75 per cent, it might
be raised by a new test in the favorite or easiest subject, rather than
in the low subject. By this scheme the grades could be so juggled as to
escape repetition or other direct form of reparation in spite of
repeated failures, unless perchance the grades fell below 60 per cent.
By a change of administration in the school this whole scheme has been
superseded. But it had been utilized to the extent that the records for
this school showed practically no repetitions for the failing pupils.

A SUMMARY OF CHAPTER V

Among the school agencies for disposing of the failures, repetition of
the subject is the most extensively employed.

Thirty-three and three-tenths per cent of the repeated grades are
repeated failures.

Few of the repeaters take reduced schedules.

The repeaters with an extra schedule are more successful in each of the
passing grades, and have 11.4 per cent less failures than repeaters
with a normal or reduced schedule.

In the later subjects of the same kind, after failure and repetition,
the unsuccessful grades are 2.2 per cent higher than for a similar
situation without any repetition.

The grades in new work for repeaters are markedly superior to those in
the repeated subjects, for the same semester.

As the number of identical repetitions are increased (as high as six),
the percentage of final failure rapidly rises.

The emphasis placed on repetition is excessive, and the faith displayed
in it by school practice is unwarranted by the facts.

Relatively few of the failing pupils who continue in school discontinue
the subject or substitute another after failure.

School examinations are employed for 10.3 per cent of the failures,
with 37.5 per cent of success on the attempts.

The Regents' examinations are employed for 17.2 per cent of the
failures, of which 72.8 per cent succeed in passing, and in most cases
immediately after the school failure.

Of those who continue the subject of failure without a