403 521 241 191 180 251 91 7
6334 G. 782 347 673 257 240 410 394 162 12
Per Cent
of Totals 24.8 12.9 20.5 8.5 7.4 10.1 11. 4.3 .3

SIMILAR PERCENTAGES FOR THE NON-GRADUATES

As above 23.6 18.3 17.7 10.1 5.3 8.4 10. 6.3 .1

It is a noteworthy fact that the percentages of failure (based on the
total failures for the graduates) run higher in mathematics, Latin,
history, French, and science for the graduates than for the whole
composite number (page 19). The non-graduates have a correspondingly
lower percentage of failure in these subjects, as is indicated above.
The school influences in respect to the failures of the non-graduates
differ from those of the graduates chiefly in the fact that the
failures of the former tend to occur to a greater extent in the earlier
years of these subjects, since so many of the non-graduates are in the
school for only those earlier years; while the failures of the
graduates range more widely and have a tendency to predominate in the
upper years of the subject, as will be further emphasized in the later
pages of this report (see also Table IV).

5. DISTRIBUTION OF PUPILS DROPPING OUT--SEMESTERS--AGES

Table V presents the facts concerning the time and the age at which the
failing pupils drop out of school. Table VI furnishes the corresponding
facts for the non-failing drop-outs.

TABLE V

DISTRIBUTION OF THE FAILING NON-GRADUATES, SHOWING THE SEMESTER
AND THE AGE AT THE TIME OF DROPPING OUT

AGES UNDIS-
SEMESTERS 13 14 15 16 17 18 19 20 21 22 TRIB. TOTALS

1 B. 1 40 49 50 18 0 1 1 .. .. 1 160
G. 3 40 65 47 23 4 0 0 .. .. 3 185
345
2 B. .. 9 56 88 56 22 6 2 .. .. 3 242
G. .. 6 72 119 61 24 3 0 .. .. 6 291
533
3 B. .. 4 30 40 23 10 7 .. .. .. 0 114
G. .. 3 35 51 32 13 7 .. .. .. 1 142
256
4 B. .. 1 16 66 86 34 16 2 .. .. 3 224
G. .. 1 19 60 70 59