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Because of the inadequate provision made by the Board of Education for service of this kind only 269 of the 404 children who need individual examinations could have them. For the same reason first attention was given to those making the lowest scores on the group examination.

Figure 3 shows the I.Q. (Stanford revision) distribution of 269 children who had individual examinations.

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4. CORRELATION The correlation, Rank Order Method, between the Haggerty Intelligence Examination and the Stanford Revision of the Binet-Simon Test is 65. This indicates that for the majority of cases the group examination has reliability in getting the mental level. The general tendency was to grade lower on the group than on the individual examination. In 38 percent of the cases the scores remained about the same; in 50 percent of the cases the scores were 16 to 25 points higher; in 3 percent of the cases the scores on the individual examinations were 6 to 8 points lower than those made on the group examination.

II. REPORTS TO SCHOOL PRINCIPAL The results of all the group and individual examinations were tabulated for each school. These results were sent to the school principal in the form which follows: This tabulation gives information on problem children that has resulted in a modification in school environment affording a better educational opportunity for the individuals concerned.

BOARD OF EDUCATION_THE CITY OF NEW YORK

OFFICE OF THE SUPERINTENDENT OF SCHOOLS

DIVISION OF UNGRADED CLASSES
17 Lexington Avenue

Date....
Principal P. S. 169 Bk.
My dear Mr.

I beg to report as follows on the mental survey of over-age pupils in Public School 169 Bk., which has been conducted since April 25 in accordance with your request.

1. Over-age children and those proposed by the principal for ungraded classes, from grades 3B to 7A inclusive, were the subjects of examination.

2. Thirty-two children were surveyed on April 25 by means of group tests. Those were Haggerty Intelligence Test, Delta 2, Trabue Language Scales B and C and Woody McCall Arithmetic, Mixed Fundamentals Form D.

3. The results of the Haggerty Intelligence Tests are listed in the accompanying tabulations in terms (a) of points, (b) of mental age, (c) school grade, and (d) of I.Q. The I.Q. is the ratio between birthday age and mental age. A child with an I.Q. of 100 is exactly at "par," his birthday age and his mental age being identical. (Fifty percent of all children in our schools fall between 90 I.Q. and 110 1.Q., and they constitute “The average” who fit well into the present school curriculum.) The Trabue language and Woody McCall arithmetic results are given in terms of the school grade.

4. The results of the group examination show that over-age children in Public School 169 are below average in intelligence in nearly all cases. Only 8 children reached or exceeded 90 I.Q. These children could probably profit by work in the regular grades proper to their ages. They are retarded for reasons other than lack of general intelligence. What these reasons are could be determined only by individual inquiry.

With the exception of the children mentioned, these over-age pupils have less than 90 per cent of average intelligence. The majority cluster around 72 I.Q. and should have a different curriculum from that prescribed for average children. Under present organization they do best in Opportunity Classes, when they fall between 75 and 85 I.Q. According to our findings 20 children should be in Opportunity Classes.

Nineteen of those measured by the group test fell below 75 1.Q. Every one of these should have an individual examination, as it is probable that the majority belong properly in an ungraded class. We undertook to make as many individual examinations as we could and we have actually examined 16 children, individually up to date. Because of the small number of examiners on the staff it has been impossible to give more individual examinations at this time.

5. Of the children individually examined, 13 have been recommended for ungraded class work. They are indicated on the tabulations by a red star. Additional cases would no doubt be so recommended if individual examination could be made.

REPORT OF PSYCHOLOGICAL EXAMINATION AND EDUCATIONAL TESTS OF THE BOARD OF EDUCATION THE

CITY OF NEW YORK.
P. S. 169, Borough of Brooklyn.

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year level.

William . 5-10-10 11

ЗВ

27

610

62

97

87

Sub 2

Sub 3 Some reading diffi

culty. Lacks spon-
taneity of interest,
memory 10 year

level for syllables.
Sub 3 Slow comprehen-

sions and
tions; lacks in-
terest; reading
difficulty marked;

memory below 9th
3- Marked reading diffi-

culty; memory for
syllables 10th
year level; slow
reactions, range of

ideas limited.
4- Apt to hurry in ans-

wering; needs urg-
ing to attempt
questions she does-
n't know; memory
12th year level;

likes sewing. 3- Report not profi

cient in reading and spelling

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Some of the mentally deficient boys can do the work in the grades in which they are placed; as, for example, a mentally defective boy of 14 years, if he has a ment

age 9 years may

fair work in a 4A grade. However through many repetitions of grade, the habit of failure has become firmly fixed in such a boy by the time he has reached that status. Trusting that this report may be of service to you, I am

Very truly yours,

ELIZABETH E. FARRELL,

Inspector, Ungraded Classes.

III. CLINICS Previous to February, 1921, the extravagant and wasteful method of individual examinations had been followed, except in the case of those children who were to be promoted from or discharged from ungraded classes. These children came to clinics and could be given the group examination.

Figure 4 gives a statistical summary of these examinations.

Figure 4
Cases

No. Individual examinations exclusive of 269 children whose I. Qo's were below 70 in the group examination...

1603 Group examinations of children proposed for promotion or discharge from ungraded classes

757

Total. ..

2360

IV. BUREAU OF ATTENDANCE HEARINGS The Bureau of Attendance has reported for examination 823 children. Examination shows their mental status as follows:

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The age-grade distribution of 714 of this group is seen in Figure 5.

Figure 5

Grade
Yeast 12345678910 Totad
6
116311

lla
813 2012

23 9 73515611

13.5 101 11 2512011213

172 W! | 18 1837 1511

191
112

112129573213 1134
13 511854501233 1531
114 2 6 40-45 34 3
15

42132133 63
|/

11 Total 114980101223177649 1714

[graphic]

It will be seen that 6 are accelerated. 200 are classified in grades normal for their ages. 508 are retarded.

V. WASHINGTON IRVING HIGH SCHOOL In order to understand certain of the failures in the Washington Irving High School the principal sought help from this department. He reported that there were 87 girls who presented serious problems, individual or social in nature. In order to be in a position to help them he requested that a study of these girls be made. 61 had the benefit of individual psychological examination. 22 were below average intelligence. 16 were within the average range. The I.Q. distribution of 38 of them is shown in Figure 6.

I. Q. Number.

Figure 6 60 to 70 71 to 78 5

9

79 to 89

8

90 to 110

16

Total

38

The cost to the city of this unintelligent classification of these 38 high school pupils is shown in Figure 7.

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