. School survey, Grand Rapids, Michigan, 1916. arithmetical ability from school to school and from class toclass in the same school indicate lack of supervision, while uni-formity indicates strong supervision. In Diagram X LI I we find a graphical representation of thefacts which bear on this question. A comparison of the averagescores made by thirty-five schools is here exhibited. As ex-plained in the diagram, an average score for each school wasobtained by averaging the median scores made by grades 3-1to 8-2 inclusive. The diagram shows marked uniformity from school toschool. As a basis for
. School survey, Grand Rapids, Michigan, 1916. arithmetical ability from school to school and from class toclass in the same school indicate lack of supervision, while uni-formity indicates strong supervision. In Diagram X LI I we find a graphical representation of thefacts which bear on this question. A comparison of the averagescores made by thirty-five schools is here exhibited. As ex-plained in the diagram, an average score for each school wasobtained by averaging the median scores made by grades 3-1to 8-2 inclusive. The diagram shows marked uniformity from school toschool. As a basis for improvement in supervision this dia-gram presents encouragement because of the high degree of uni-formity already obtained and a clear indication of the problemsof the system. The better schools and those at the bottom of thediagram should be studied intensively by their principals andby the central officers of the system. For the purpose of indicating supervision or lack of it in aparticular grade Diagram XLIII has been devised. In this dia-. *In these schools the testing was done quite largely by a member of the survey XLII—A comparison of the average scores made by 35 schools. An averagescore for each school was obtained by averaging the median scoresmade by grades 3-1 to 8-2 inclusive. TESTS IN ARITHMETIC 119 gram a comparison of the records made in the four sets in addi-tion, Sets A, E, J, and M, by the 6-2 grades in three schools,Sigsbee, Lafayette, and Turner, is made. The figures at thepoints of intersection of the lines represent the median scoresmade by the indicated grades in the indicated sets in all theschools. The; vertical lines are so drawn as to represent thestandards of attainment for the several grades in the four sets asdetermined by the median attainment of Grand Rapids children,the heavy vertical line representing the standard for the sixthgrade. An examination of this diagram reveals some interestingfacts. The record of grade 6-2 in Sigsbe
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Keywords: ., bookcentury1900, bookdecade1910, booksubjecteducationalsurveys
