An ysis of 46,000 pupils on this plan is given in Table 1, Fig. 1.
Public school pupils commonly move from city to city, and within the same city they fre quently transfer back and forth between pa rochial and public schools as well as from one public school to another. These changes in the location of pupils' schooling affect their progress to a considerable extent as shown in subdivision A, Table 2, and in Fig. 2.
system, (2) the combination of public and pa rochial schooling, and (3) the combination of local and out-of-town schooling. The great difference between the number of pupils who are overage, who are slow and who are both old and slow shows the inadequacy of either age or years-in-school alone as a measure of re tardation, and the handicap under which those superintendents are working who have not the aid and support of a complete system of indi vidual permanent record cards, so essential to the demands of modern supervision considered This table shows that at the very start there are three types of location factors which have to be analyzed quantitatively before the super intendent can even begin to interpret his own age-progress figures: (1) changes within his locally and entirely apart from any collective research such as this discussion. Even this sevenfold table does not tell the complete story of local and outside retardation, to determine both of which requires the correlation of each pupil's progress with the proportion of his total schooling received in the local public system and obtained elsewhere, a task which, while somewhat involved, is quickly accomplished by means of the mechanical tabulation of these statistics with electrical machines.
Analysis by Grades.— Tables 1 and 2 pre sent figures for all pupils in a city system be longing to the several groups. In order to gain an adequate notion of the retardation in a school system it is essential to have a separate analysis of each of the eight regular grades of the elementary course. The extent to which slow progress varies in the different grades is shown in Table 3, Fig. 3.
School Systems of Different Sisea—In addition to the analysis by school locations and by grades, it is very essential not to limit the study of retardation to one school system, but to gather similar data from a number of school systems of comparable size. When this has
been done the figures should be tabulated the order of the slow progress perrei each contributing place._ Such an arraZ is graphically represented in Fig. 4 above,. shown in Table 4 on the following page: _14 This table means that the retardation in this group of villages ranges from 2 per cent to 76 per cent, the midpoint of the series of medium being 32 per cent and the two quartile points which include the middle half of the series being 22 per cent and 42 per cent re spectively. Reading across the top line, the table is interpreted as follows: Two per cent slow progress is reported by one village.
Zero per cent of pupils retarded two years or more is reported by 23 villages..
The second line means that 5 per cent slow progress is reported by one village, and one village reports 1 per cent of pupils retarded two or more years. It should be emphasized that the particular percentage of retardation which happens to be the median of such a table is by no means the normal amount of retardation which should be expected, or which would represent satisfactory school conditions. Slow progress percentages reported by cities and villages in New York State, May 1917, are shown in Table 5.
Correlation with Other com plete study of retardation should show condi tions relating not only to the retardation of pupils but should give this information in con nection with the health of the pupil, and with his ability to perform the now thoroughly tried and permanently established standard classroom tests used by modern superintendents as a part of their regular supervisory program. It is in teresting to note in Table 5, that average pupils are by no means confined to those having physical defects, but that in this single illustra tion a large majority of the pupils with physical defects are of normal age and even underage.