Spelling ability, its measurement and distribution . IPercentages op Retention. Grades 3 to 8 8th Thorndike 07 Ayres 09 Thorndike 10 Strayer 11 (derived) Adopted 3d 4th 5th 6th 7th 97 90 81 68 54 100 100 100 90 71 91 56 92 90 82 72 60 4051 Such an amount of retention for each grade having beenadopted, the next question to consider is: What part of anormal distribution is thus eliminated? Obviously not all thepoorest in ability drop out. Our results for spelling show thatsome very poor spellers are retained even in the highest the
Spelling ability, its measurement and distribution . IPercentages op Retention. Grades 3 to 8 8th Thorndike 07 Ayres 09 Thorndike 10 Strayer 11 (derived) Adopted 3d 4th 5th 6th 7th 97 90 81 68 54 100 100 100 90 71 91 56 92 90 82 72 60 4051 Such an amount of retention for each grade having beenadopted, the next question to consider is: What part of anormal distribution is thus eliminated? Obviously not all thepoorest in ability drop out. Our results for spelling show thatsome very poor spellers are retained even in the highest the greatest elimination will no doubt be among those oflowest ability and will be progressively less among children ofgreater ability. How much this amounts to for successive incre- 88 Spelling Ability—Its Measurement and Distribution ments of ability we do not positively know. We are again forcedto make as reasonable an estimate as we can, and this timewithout the help of any investigations. 100 ^0 70 <o0 so w 30 ~%30 Retention vtfY\\e, Cl^opTed. Fig. 30. The horizontal scale is for the grades of the elementary school;the vertical scale is for percentage of pupils retained. We have estimated (Table XXXIII) that 9725 out of 10,000 en-tering children are retained in the 3d grade; and we judge furtherthat all below — 4 have dropped out, that at — 3 40%have dropped out, and that at — 2 none at all. In the 4thgrade, retention is put at 9546 in 10,000 (Table XXXIII) andtotal elimination is estimated to operate up to— From thispoint to — the force of elimination is supposed graduallyto diminish until 40% drop out. At — only 10% areestimated as lost to the grade. At — the forces tendingto eliminate children are supposed to have been completelycounteracted by the opposing forces tending to retain them. Inthe 5th grade (8840 out of 10,000 retained) the elimination is Derived Forms of Distribution 89 assumed to be
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