Mayor’s message and reports of the city officers . whole, and twenty-four make a lowerscore. By referring to Table lb, which gives the scores forthe first six problems only, it will be noticed that the scoresof the Baltimore classes do not exceed to so large an extentthe scores of the other systems. This indicates clearly thatthe excess shown above when all problems are counted re-sults from the greater amount of work done within the timelimit by the Baltimore classes. SCHOOL COMMISSIONERS. 199 The difference between the highest and the lowest scoreof the Baltimore classes is , which is 5
Mayor’s message and reports of the city officers . whole, and twenty-four make a lowerscore. By referring to Table lb, which gives the scores forthe first six problems only, it will be noticed that the scoresof the Baltimore classes do not exceed to so large an extentthe scores of the other systems. This indicates clearly thatthe excess shown above when all problems are counted re-sults from the greater amount of work done within the timelimit by the Baltimore classes. SCHOOL COMMISSIONERS. 199 The difference between the highest and the lowest scoreof the Baltimore classes is , which is per cent oftheir median. The difference between the highest and thelowest score of the other cities is 558, or 101 per cent of theirmedian. This shows a variability almost exactly double that ofBaltimore, which was to be expected and will be further noticedin presenting Tables III and IV. The foregoing comparisons further indicate that our pupilsshow comparatively good ability in simple reasoning, along withgreater rapidity. 200 REPORT OE THE. Fig. 1. Graphical illustration of Table la, showing measurementof excellence by the scores made in Reasoning by nineteen Baltimoreclasses (6A) and by the same grade of pupils in twenty-six systems ofother cities; also of Table VIII, showing similar measurements by theper cent of mistakes. All problems counted. SCHOOL COMMISSIONERS. 201 Figure i presents a graphical illustration of the foregoingtable. (The lower portion of the figure, however, illustratesTable VIII, and will be explained later when comparingTable VIII with Table la.) The numbers in column at theleft of the figure indicates scores. The solid lines drawn hori-zontally are to be taken as the tops of columns extending to thebottom of the figure, showing quantitatively the work done byeach class. The dashed lines are similarly drawn to show thetops of the columns which would measure the scores of the othersystems. The Roman numerals identify the several classes andsystems
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Keywords: ., bookauthorbaltimor, bookcentury1900, bookdecade1910, bookyear1913
