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6-1-1963
Scholastic aptitude and achievement of primaryand upper elementary pupils of sale city elementaryschoolBertha Lee Wright WardAtlanta University
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Recommended CitationWard, Bertha Lee Wright, "Scholastic aptitude and achievement of primary and upper elementary pupils of sale city elementaryschool" (1963). ETD Collection for AUC Robert W. Woodruff Library. Paper 971.
SCHOLASTIC APTITUDE AND ACHIEVEMENT OF
PRIMARY AND UPPER ELEMENTARY PUPILS
OF SALE CITY ELEMENTARY SCHOOL
A THESIS
SUBMITTED TO THE FACULTY OF THE SCHOOL OF EDUCATION, ATLANTA
UNIVERSITY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE DEGREE OF MASTER OF ARTS
BY
BERTHA LEE WRIGHT WARD
SCHOOL OF EDUCATION
ATLANTA UNIVERSITY
JUNE, 1963
ii
DEDICATION
To My Husband
Mark Anthony Ward, Jr,
To My Son
William McCune Anthony Ward
and
To My Brother
Roosevelt W. Wright
for their loving care,
inspiration and interest
B. L. W. W,
iii
ACKNOWLEDGMENT
The writer wishes to express her thanks and appreciation
to all who contributed to the successful completion of this
study. She wishes especially to express direct gratitude and
appreciation to the following persons: the principal and staff
of the school used in the research; the subjects of the study;
the superintendent for his understanding; and to Dr. lunette
Saine, advisor; Dr. Laurence E. Boyd and Dr. Paul I Clifford,
co-advisors.
B. L. W. W.
iv
TABLE OF CONTENTS
DEDICATION ii
ACKNOWLEDGEMENT ., ±±±
LIST OF TABLES vii
Chapter
I. INTRODUCTION 1
Rationale .......... 1
Evolution of the Problem , k
Contribution to Educational Knowledge ... 5
Statement of the Problem $
Purpose of the Study . 5
Definition of Terms . 6
Locale and Period of the Study ...... 6
Description of Subjects 7
Description of Instruments • . 8
Method of Research •• 10
Research Procedure ............ 10
Collection of Data 10
Survey of Pertinent Literature ...... 13
Summary of Related Literature 21
II. PRESENTATION AND ANALYSIS OF DATA 23
Introductory Statement .....*..». 23
First-Grade Testing Program • • 2k
Intelligence Quotients ......... 2kCalifornia Achievement Test Results,
Language Section ....... 26Results on the California Achievement
Test (Total Arithmetic) ........ 28Second-Grade Testing Program ....... 30
Results on the California Test of
Mental Maturity (Intelligence Quotients). 30Results on the California Achievement
Test (Total Language) . 32Results on the California Achievement
Test (Total Arithmetic) 3kThird-Grade Testing Program 36
Results on the California Test of
Mental Maturity (Intelligence Quotients). 36
TABLE OF CONTENTS (Contined)
Chapter
II. PRESENTATION AND ANALYSIS OF DATA
Results on the California Achievement
Test (Total Language) ••• 38
Results on the California Achievement
Test (Total Arithmetic) • kOResults on the California Achievement
Test (Total Reading) •• UOFourth-Grade Testing Program •••«••• U3
Results on the California Test of
Mental Maturity (Intelligence Quotients^ U3Results on the California Achievement
Test (Total Language) U5Results on the California Achievement
Test (Total Arithmetic) klResults on the California Achievement
Test (Total Reading) k9Fifth-Grade Testing Program • 51
Results on the California Test of
Mental Maturity (Intelligence Quotients). £1Results on the California Achievement
Test (Total Language) 52Results on the California Achievement
Test (Total Arithmetic) . 55Results on the California Achievement
Test (Total Reading) 57Sixth-Grade Testing Program . » 59
Results on the California Test of
Mental Maturity (Intelligence Quotients). $9Results on the California Achievement
Test (Total Language) • •»....•• 61Results on the California Achievement
Test (Total Arithmetic) 63Results on the California Achievement
Test (Total Reading) • 65Summary and Interpretation • 6?
Resume of Findings •• •«•• 67
III. SUMMARY AND CONCLUSIONS 72
Recapitulation of Theoritical Frame-of-
Reference ......... • 72Locale and Research-Design of the Study . . 7kSummary of Related Literature 75
vi
TABIE OF CONTENTS (Continued)
Chapter Page
III. SUMMARY AND CONCLUSIONS
Summary of the Basic Findings • 77
Conclusions 86
Implications ...»* . . 88
Recommendations 89
BIBLIOGRAPHI 91
VITA 9k
APPENDIX 9$
Specimen of the California Test of Mental Maturity
(Short Form)Specimen of the California Achievement Test
vii
LIST OF TABLES
Table Page
2A. Number and Grade Levels of Boys and Girls
Enrolled in Sale City Elementary School
During -Hie i960, 1961, 1962, School Terms . • • 7
1. Distribution of the Intelligence Quotients
Derived from the Raw Scores on the California
Test of Mental Maturity as Obtained by the
Twelve First-Grade Pupils Enrolled in the Sale
City Elementary School, Sale City, Georgia,
1961-1962 ..... 2$
2. Distribution of the Raw Scores on the
California Ichieveinent Test (Total Language) asObtained by the Twelve First-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, 1961-1962 27
3. Distribution of the Raw Scores on the
California Achievement Test (Total Arithmetic)as Obtained by the Twelve First-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, 1961-1962 . 29
k. Distribution of the Intelligence Quotients
Derived from the Raw Scores on the California
Test of Mental Maturity as Obtained by the
Twenty-Four Second-Grade Pupils Enrolled in the
Sale City Elementary School, Sale City,
Georgia, 1961-1962 31
5. Distribution of the Raw Scores on theCalifornia Achievement Test (Total Language) asObtained by the Twenty-Three Second-Grade
Pupils Enrolled in the Sale City Elementary
School, Sale City, Georgia, 1961-1962 33
6. Distribution of the Raw Scores on the
California Achievement Test (Total Arithmetic)as Obtained by the Twenty-Three Second-Grade
Pupils Enrolled in the Sale City Elementary
School, Sale City, Georgia, 1961-1962 35
viii
LIST OF TABLES (Continued)
Table
7. Distribution of the Intelligence Quotients
Derived from the Raw Scores on the California
Test of Mental Maturity as Obtained by the
Fourteen Third-Grade Pupils Enrolled in the
Sale City Elementary School, &al® City,Georgia, 1961-1962 ..... 37
8. Distribution of the Raw Scores on theCalifornia Achievement Test (Total Language) as
Obtained by the Thirteen Third-Grade PupilsEnrolled in the SaLe City Elementary School,
Sale City, Georgia, 1961-1962 39
9. Distribution of the Raw Scores on the
California Achievement Test (Total Arithmetic)
as Obtained by the Twelve-Third-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, 1961-1962 I4I
10. Distribution of the Raw Scores on the
California Achievement Test (Total Reading) asObtained by the Eleven Third-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, 1961-1962 U2
11. Distribution of the Intelligence Quotients
Derived from the Raw Scores on the California
Test of Mental Maturity as Obtained by the
Twenty Fourth-Grade Pupils Enrolled in the Sale
City Elementary School, Sale City, Georgia,
1961-1962 hh
12. Distribution of the Raw Scores on the
California Achievement Test (Total Language) asObtained by the Eighteen Fourth-Grade PupilsEnrolled in the Sale City Elementary School,
Sale City, Georgia, I96I-I962 U6
13* Distribution of the Raw Scores on the
California Achievement Test (Total Arithmetic)
as Obtained by the Nineteen Fourth-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, 1961-1962 . U8
ix
LIST OF TABLES (Continued)
Table Page
U*. Distribution of the Raw Scores on theCalifornia Achievement Test (Total Reading) asObtained by the Nineteen Fourth-Grade PupilsEnrolled in the Sal® City Elementary School,Sale City, Georgia, 1961-1962 $0
15. Distribution of the Intelligence QuotientsDerived from the Raw Scores on the CaliforniaTest of Mental Maturity as Obtained by the
Sixteen Fifth-Grade Pupils Enrolled in the
Sale City Elementary School, Sale City, Georgia,1961-1962 . 53
16. Distribution of the Raw Scores on theCalifornia Achievement Test (Total Language)as Obtained by the Fifteen Fifth-Grade Pupils
Enrolled in the Sale City -Slementary School,Sale City, Georgia, 1961-1962 5U
17. Distribution of the Raw Scores on the
California Achievement Test (Total Arithmetic)as Obtained by the Fifteen Fifth-Grade Pupils
Enrolled in the Sale City Elementary School,Sale City, Georgia, I96I-I962 56
18. Distribution of th© Raw Scores on theCalifornia Achievement Test (Total Reading) asObtained by the Fifteen Fifth-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, 1961-1962 58
19. Distribution of the Intelligence Quotients
Derived from the Raw Scores on the California
Test of Mental Maturity as Obtained by the
Fifteen Sixth-Grade Pupils Enrolled in the SaleCity Elementary School, Sale City, Georgia,
1961-1962 60
20. Distribution of the Raw Scores on the
California Achievement Test (Total Language) as
Obtained by the Fourteen Sixth-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, I96I-I962 ......... 62
LIST OF TABLES (Continued)
Table Page
21. Distribution of the Raw Scores on the
California Achievement Test (Total Arithmetic). as Obtained by the Fourteen Sixth-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, 1961-1962 6k
22. Distribution of the Raw Scores on the
California Achievement Test (Total Reading) asObtained by the Fourteen Sixth-Grade Pupils
Enrolled in the Sale City Elementary School,
Sale City, Georgia, 1961-1962 . 66
23* Summary Distribution of Mean I.Q.'s, Mean
Grade-Placement Indices, and Mean Deviation of
Grade-Placement Indices on the California Tests:
Intelligence, Total Language, Total Arithmetic,
and Total Reading for Pupils in Elementary School
Grades one Through six, Sale City Elementary
School, Sale City, Georgia, 1961-1962 ..... 68
CHAPTER I
INTRODUCTION
Rationale.— Through guidance in the elementary grades as well
as high school and college, teachers are expected to raise the
1
achievement level of students. Chisholm believes that prediction in
guidance can be effective only in those schools where youths are
properly challenged and adequately prepared to do their best work and
play.
Children need to be educated to think straight in choice of
making decisions in interest and value. This emphasizes need for
guidance in the elementary school. This need is more apparent when
attention is focused on the statistical findings that although twenty
out of every one hundred high school graduates now entered in some
institution of higher learning, only ten of them ever receive a
bachelor's degree.
In an effort to meet the requirements of state schools, it has
been necessary to administer standardized tests and achievement
batteries, including reading, language and mathematics in all the
Mitchell County Schools. There is a feeling that this is the time
for a good foundation for the future development of a full guidance
program in testing. The lack of information about proper use of
tests is probably the greatest weakness in the average testing program.
¥. S. Monroe, Enclyclopedia of Educational Research (New York:The Macraillan Company, 1950J, p.
1
2
Teachers and counselors are now taking time to be trained in statis
tics made available by various organizations. It is believed that
by the use of such material in staff preparation the function of
guidance should be as much a part of a testing program as the admini
stration of the tests themselves.
Classroom teachers desire to know just how their pupils compare
in attainment with other pupils. Tests are used in many public schools
as one of the bases for assigning class groups. Standardized tests
measure the pupil's abilities and show what level students have reached
on". . . certain undoubtedly significant objectives so that future1
work can be planned to give additional attention where it is needed."
Counselors must be familiar with the meaning, interpretation and use
of test results. To this end, Buros1 Mental Measurement Yearbook
provides extensive listings of tests and hundreds of services written
by measurement specialists.
Teachers should guide pupils into understanding themselves for
reasonable adjustment. The educational objectives should be based on
the interest and needs of individuals. American schools are changing
to meet the challenge.
The school's task is to make as meaningful an inventory as
possible of every pupil and make each one aware of his characteristics.
The best experiences are those that have been tried and tested.
The provision of curricular enrichments, the diagnosis of pupils'
j - ■ -
Lee J. Cronback, Educational Psychology (New Yorks Harcourt,
Brace and Company, 195k), P« 50U.
3
difficulties, the use of remedial measurements, the selection of
reliable tests are phases of teaching to which the teacher can give
direction and guidance.
The writer thought that a critical analysis and a discriminating
interpretation of the intelligence test performance and achievement
test performance of the pupils would be the essential and most valid
approach toward enhancing the effectiveness of the instructional
procedures in grades one through six in the Sale City Elementary School,
Sale City, Georgia. The aim of her efforts was to achieve a broader
application of the findings from the testing and critical analysis of
testing.
Ross says that the application of the results is the crux of the
whole testing program. Whatever value the tests are to have depends
1
in the last analysis upon the use of the results.
According to Dewey, reading, writing and arithmetic should be
2
achieved out of the children's activities in life-like situations.
He was of the opinion that the school should be active rather than
passive and that children are to work in place of listening. "We learn
by doing," as expressed by Dewey.
In providing material to motivate learning through manipulating
experiences, teachers and administrators need to know the levels and
capacities of the pupils concerned. In observations and in interviews
I
C. C. Ross, Measurements in Today's School (New York: Prentice-Hall, Inc., 191*7), p. 205.
2
John Dewey, Democracy in Education (New York: The MacmillanCompany, 1922), p. 13.
h
with pupils, teachers and parents have leads in helping to select the
right measurement for motivating learning and achieving goals of the
particular instructional program*
McUhorter made an analytical study of academic achievement of
pupils in the upper grades and concluded that the curriculum is the
sum total of collected experiences of children in the elementary
1
grades. Therefore, she suggested that a comprehensive program of
testing is most valuable in recognizing needs of children and that in
order to determine these needs reliably, there should be a reliable
and valid testing program*
There is a very great need to examine the pupil in the whole
context in which his learning takes place. The quality of the staff,
facilities, and instructional technique means little, if the motiva
tion of the students is not consonant with the institutional
objectives.
It is with this frame-of-reference that this researcher projected
and wished to conduct this comparative study of the achievement and
intelligence of primary and upper-grade pupils as observed during
the school year of 1961-1962.
Evolution of the Problem,— There had been a feeling of the need
to broaden the test performances at the Sale City Elementary School*
From observation and some testing, the writer discovered defects in
1
Jessie H. McWhorter, "An Analytical Study of Academic Achieve
ment of Pupils in idie Upper Grades, East Athens Elementary School,Athens, Georgia, 1953." (unpublished Master's thesis, School of
Education, Atlanta University, 1952).
5
speaking, reading, spelling, arithmetic, and listening*
Although a few pupils appeared gifted, many reading difficulties
existed throughout the grade levels* Speech defects, slow responses
in class discussions, faulty oral reports, limited sharing periods,
faulty written expression and limited numerical reasoning all con
tributed to the retarded picture of the situation* Many techniques
of teaching were employed in order to find gain or solution; yet
these defects still existed. The writer had a feeling that by some
special means of applying some type of measure the cause and effect
might be capitalized*
The feeling was general among the faculty that there was the
need to speed the upgrading of this elementary school's total program*
Contribution to Educational Knowledge.— The writer thought that
a study of this nature would prove valuable to elementary and high
school principals, counselors and guidance workers* It reflected a
needed area of research in test performances to check ability levels
and achievement status of pupils. The writer hoped that a study of
this nature would prove valuable in the interpretations and predic
tions which wiU work to the advantage of pupils.
Statement of the Problem.— The problem involved in this study
was to determine and interpret the intelligence and achievement levels
of the primary and upper-grade elementary school pupils with a view
towards determining ways of upgrading the total elementary school
program in the Sale City School, Sale City, Georgia*
Purpose of the Study.— The main purposes of this study were:
6
1. To deterinine the measures of central tendency and vari
ability on the variables of intelligence, language,
arithmetic and reading for (a) primary grade and (b) upper-
grade elementary school pupils in the Sale City Elementary
School, Sal© City, Georgia, 1961-1962,
2. To determine the levels of intelligence and achievement
performance, reference to obtain grade-placement indices,
of primary and upper-grade pupils in the Sale City
Elementary School, Sale City, Georgia, 1961-1962.
3. To determine the implications, if any, for educational
theory and practice as may be derived from the inter
pretation of the data.
Definition of Terms,— For the purposes of clarity certain terms
used throughout the study are defined below,
1, "Intelligence,11 in this study, refers to the capacity to
judge well, to reason weU, and to compare well the level
of mental maturity as measured by the California Test of
Mental Maturity,1
2. "Achievement," in this study refers to those qualities as
measured by those standardized tests described as materials
of this study.2
Locale and Period of the Study.— This research was conducted
during the 1961-1962 school year at the Sale City Elementary School,
Sale City, Georgia. At the time of this study there was an enrollment__
E, T, Sullivan, Willis ¥, Clark, and Ernest W. Tiege, California
Test of Mental Maturity. California Test Bureau (Los Angeles: 1957;.— g—
Ernest Tiegs and Willis W, Clark, California Achievement Test,
California Test Bureau (Los Angeles: 1957).
7
of only Hit pupils and a facility of four teachers, including the
principal* Before the study ended there were only three teachers*
The school is housed in a modern brick building.
Sale City is known for early production and sale of vegetables,
poultry, tobacco, and beef cattle. It is located in Mitchell County,
which is one of the top counties in production of pine trees, pecan
trees and farm products, especially pecans.
Description of Subjects.— The subjects involved in this study
were a group of one hundred primary and upper elementary grade pupils,
55 boys and U5 girls enrolled in Sale City Elementary School during
the 1960-61-62 school term. The average age of these subjects was
from 6 years and four months to a high of 13 years and three months.
These subjects were divided into groups of 50 primary grade pupils
and 50 upper elementary grade pupils. Table I-A presents these data.
TABLE I-A
NUMBER AND GRADE LEVELS OF BOYS AND GIRLS ENROLLED IN SALE CITYELEMENTARY SCHOOL DURING THE I960, 1961, 1962, SCHOOL TERMS
Grade , --—
Levels Boys Girls Total
1-3 33 17 50
U-6 22 28 50
Total 55 h$ 100
8
Description of Instruments.-- The following instruments were
used for this study.
1
The California Test of Mental Maturity (Short Form), Primary
Form is a booklet which includes test components of Spatial
Relationships, Logical Reasoning, Numerical Reasoning and Verbal
Concepts. The California (Short Form) Test of Mental Maturity,
Primary Form is valid in its concepts, adequacy of standardization
and ease of interpretation on the area obtained.
TMe California Short Form ^est of Mental Maturity Elementary
Battery provides reliable measurement and more diagnostic information
2
than most group tests in current use.
3The California Achievement Tests, Primary and Elementary,
were devised by E. W. Tiegs and ¥a W. Clark. The achievement test
consists of three major components: reading, arithmetic and language.
Each of the three tests is further divided into two parts: the
reading test consists of reading vocabulary and reading comprehensions
the arithmetic test consists of arithmetic reasoning and arithmetic
fundamentals, and the language tests consist of mechanics of English
and spelling. These tests are standardized and each item has been
selected for its diagnostic value in meaning to measure achievement
in one hundred or more essential elements of reading. These tests
kare also valid from statistical and logical standpoints.
1
Sullivan and Clark, op. cit.
2
Tiegs and Clarkj, op. cit.3 """""Sullivan, Clark, and Tiegs, oj>. cit.
Tiegs and Clark, og>. cit.
9
The Informal Teacher Made Science Test was designed to measure
pupils1 ability in science in primary grades and elementary grades*
Its validity was determined logically in accordance with the basic
objectives of the area* Its sections included reference to seasons,
man's need for healthful living and services, plants, animals and
their adaptation to water, sunshine and kinds of soil* Care was
observed to include in the informal tests only essential subject
matter* The solar system, gravity, solids, liquids, and minerals
were some elements or factors stressed to motivate critical thinking
of the subjects*
The Social Science Informal Teacher Made Test was also
determined logically in accordance with the basic objectives of the
area* Some of these objectives were to test for essentials pertaining
to social living, the discovery of America, the early settlers,
transportation, exports, Indians, pioneers of colonial days, imports,
seaport villages, the organization and development of human society,
origin of United States, and ways of communicating then and now*
The main objective was to stimulate or motivate critical thinking on
the part of pupils in responding or recognizing community resources,
important cities in his particular state; in the United States
(history and geography), and appreciation of national resources*
The social studies designate the school subjects that deal with
human relationship, geography, history, government, sociology,
economics, and problems*
10
"It is a term of identification."1
Method of Research.—• The Descriptive-Survey Method of research,
employing statistical analysis of test scores was used in this study.
Research Procedure.— The following operational steps were
pursued for accomplishing the purposes of this research.
1. Permission to conduct this research was secured from
proper school authorities.
2* The related literature pertinent to this study was reviewed,summarized, and presented in the thesis copy.
3* Permission to use the recorded materials of the elementary
school was secured from the proper officials*
Um Test results and grade ratings described as materials inthis study were obtained from Sale City Elementary School.
5. The pupils were observed in their daily activities.
6. The data were analyzed and organized into appropriatetables and figures.
7. Surveys and examinations of pupils' official records were
made.
8. The findings, conclusions, implications and recommendationswere formulated for inclusion in the final thesis copy.
Collection of Data.— On the morning of September 9, 1961, the
fourth, fifth, and sixth grade pupils of sale City Elementary were
2
given the California Test of Mental Maturity. The afternoon of
the same day these boys and girls were given the California
3Achievement Test»
1
Edgar B. Wesley, Teaching the Social Studies in Elementary
Schools (Boston: D. G. Heatlf and Company, 1950), pp. 29-30.TSullivan, Clark, and Tiegs, pj>. cit.
3Tiegs and-i Clark, 6|>. cit.
11
The forty-five persons who were present the first day of
testing remained for the entire period of testing.
On the day of October 10, the primary group was given the
California Test of Mental Maturity. There were forty subjects
present, the same procedure was carried out in administering to
the primary group the California Test of Mental Maturity.
During the afternoon of the same day the primary pupils were
given the reading test. These were tests administered as the
children enrolled or were present*
On November 12, the informal teacher-made tests were given*
During the morning the social studies test was given to the upper
elementary group of the Sale City Elementary School the first
period, which lasted forty minutes. During the next period after
intermission the informal teacher made science test was given to
this same group, which lasted forty minutes*
These same tests, the informal teacher-made social studies test
and the informal teacher made science test were given to fifty
primary children the following day*
Procedure
The tests were administered to all pupils by three teachers of
Mitchell County System under the supervision of the principal who is
the writer of this thesis* Pupils who failed to participate were
eliminated* Some were absent because of illness or for other reasons
beyond the control of the examinee*
In Grade h there were twenty; in Grade $ there were fifteen; and
12
in Grade 6, fifteen subjects were tested. In the primary grades 90
per cent of the pupils enrolled were tested, The other subjects were
tested when present.
Instructions and directions in the manuals provided with the
test were closely observed. The tests were administered to the
pupils beginning at 9:00 o'clock each day. The tests were administered
on September 9, October 10 through 12, l?6l. Ample space was provided
in the classrooms, which were furnished with comfortable chairs and
tables. The tests were administered simultaneously to all subjects.
A clear understanding of the manner in which the pupils were
expected to indicate responses was given and checks were made by
teachers and the writer to see that pupils understood the directions.
The profiles were made by the teachers and the writer. The scoring
of the tests was done by the writer and a corps of teachers assisted.
The writer directed and worked to secure accurate scores.
The array of tables to be used in assembling the data was
determined by the nature of the data and purpose of the study. After
the tables were derived, the writer made the statistical calculation
necessary for proper analysis and interpretation of the data. The
statistical resources were mean, median, standard deviation, standard
error of the mean and "t".
After the tables were drawn and the necessary statistical measures
formed, the finished copy of the thesis was evolved out of the
crystalization and refinement of the study.
13
Survey of Pertinent Literature.-- The related literature pertinent
to this study has been organized for presentation under the captions
enumerated below:
1. Theories of Intelligence
2# Theories of Achievement
3. Theories of Relationship
Significant abstracted statements from the writings of authori
ties in the fields will be cited as references for tthe above areas.
Theories of Intelligence.-- There has been little unanimity of
opinion among psychologists as to the meaning of intelligence. It is
well worth the time and effort to the classroom teacher, administrator
and counselor to measure the mental maturity of children under their
direction, so that they can accurately determine whether or not
children have mental ability to pursue the curriculum offerings in
the particular school. The varied points of view are presented in
the abstraction*
1
According to Vaughan, intelligence is an inborn tendency to
learn, a capacity for abstract thinking, mental alertness, sound
judgement, emotional balance and general adaptability. "Teachers
usually think of intelligence as that which enables a child to learn
and remember."
Blair states "that psychologists have not yet come to agreement
1
W. F# Vaughan, General Psychology (New York: D. Appleton-Century Company, 1937;, p. 526.
Ill
as to what intelligence is, nor is it known precisely to what extent
it is hereditary and to what extent it is due to experience. How
ever, those who have worked with children who are retarded in reading,
have found certain intelligence tests useful in the total diagnostic
made of such cases."
Goddard answers thusly: "Intelligence is the general capacity of
2
an individual consciously to adjust his thinking to new situations."
The controversy is broad and many are deeply concerned on the
many views of psychologists. Weisskopf believes that kinds of intel
ligence differ too. She says that ample attention had been paid to
quantitative difference in intelligence and their effort on educational
3needs but qualitative difference in intelligence has been overlooked.
She made a study which revealed that two nine-year level children
differed drastically in the kinds of intelligence they possessed.
The children were from different cultural environmental regions*
differed drastically in abstract and concrete thinking, Jollson
concluded that, intelligence tests, especially ones that are geared
in favor of persons with abstract intellect* favors students who are
1
Glenn M, Blair, Diagnostic and Remedial Teaching in Secondary
Schools, (New York;
2
Henry W. Goddard, "What is Intelligence," Journal of
Psychology, Vol. U2, No. 1, (January, 191*7), pp. 56-57.
Edith Weisskopf and Jollson, "Kinds of Intelligence DifferToo," Journal of the National Education Association, Chapter HU,
No. 7, (October, 1955;.
15
admired for their ability to handle symbols although their lack of
1
skill in connecting symbols in reality are never noticed."
W, Croze, views intelligence as the adaptability of the organism
to new and different situations and seems to identify intelligence
2
rather closely with learning and problem solving ability*
According to Garrett, the concept of general intelligence is
too broad to be of much practical value* He states:
Psychology of the distinguished three areas of
intelligence—activity, the mechanical and the social
abstract intelligence is exhibited in one's dealing with
symbols, words, numbers, formulas and diagrams. The
abstractly intelligent person is able to discover relations
among symbols and to solve problems with their aids.3
According to lee and Lee, intelligence may be said to be that
characteristic of person which determines his ability to make
kresponses and adequate adjustment to his environment.
How can we justify the same measuring instruments on different
children when each differs in many ways from every other?
Tiegs says:
It is by using the same measurement (same standard)that we discover the nature and extent of these
differences, and use the information to guide further
growth and adjustment.5
1
Ibid.
2"Wendell W. Cruze, Educational Psychology (New Torks The
Ronald Press Company, 19U2), p. 139*
3H« £. Garrett, Psychology (New York: The American Book
Company, 1950), p. 207T
Kj. Murray Lee and Doris Mae Lee, The Child and HisCurriculum (New York: Appleton-Century-Crofts, Inc., 1950), pp. Hi95O.
^Earnest Tiegs, Test and Measurements in the Improvement ofLearning (New York: Houghton-Mifflin Company, 1939/, p. U5b".
16
Anastasi further states:
The more intelligent individual will be the successfulin his work and will pursue his education further than the
less intelligent* Intellectual differences are regardedas the cause rather than the educational differences.1
Terraan and Merrill conducted a study which indicated that
intelligence in the general population tends to follow the curve of
normal distribution.
The 2,90h children came from all walks of life and fromall types of homes. The number of superior children were
small and matched almost exactly the number of mentally
defected children. It was also found that almost half of
the children rated as normal or average. While 0.3 per cent
were as low as 30-39, .03 per cent were as high as 160-190.
This was believed to show that half the members of society
are normally intelligent as there are persons of high
intelligence.2
Theories of Achievement.— There is a general opinion that
rural children are less capable of school achievement than urban
children; in fact this opinion seems to be supported by results from
intelligence tests on which urban children consistently make higher
scores than rural children.
Kate Wofford asserts:
There are many reasons for an adequate reporting of
group achievements in rural schools. It is an excellent
record for new teachers since it furnishes an outline of
the work accomplished in past years.3
1
Ann Anastasi, Differential Psychology (New York: The Macmillan
Company, 191*7), p. 102.2
L. M. Terman and M. A* Merrill, Measurement Intelligence,
(Boston: Houghton-Mifflin Company, 1937), p. 226.3Kate V. Wofford, Modern Education in the Samll Rural School
(New York: The Macmillan Company, 193b*;, p. 190.
17
Otto affirms that:
Education encompassed all children who are attending
elementary schools regardless of the size or the geographical
location of the school* Americans are becoming unified
people. The large amount of travel made possible by easy
means of transportation is rapidly eliminating sectionalism*!
Otto further states: "American education has a special and
democratic orientation which is important for all children who are
2
going to be citizens•" There are others who believe that the
general education of rural children should not differ from urban
children*
Publishers of Achievement Tests have developed batteries of
tests—most of these are issued in more than one form* Some
publishers issue from two to five forms at each level—time limits
are fairly liberal in most cases, but speed of work is a factor in
certain tests* For the first, second, and third grades about 50
minutes are usually allowed, divided into two or more periods* For
the fourth through the sixth grade about UO minute periods are
required for complete batteries*
Within recent years evidence of achievement was utilized almost
exclusively for the assignment of school marks* Today achievement
tests see also used to determine the relative achievement of school
classes and school systems*
1
Henry Otto, Elementary School Organization and Administration
(New York: Appleton-Gentury-Crofts, Inc., 195U)* ————————
2
Ibid,, p. U9.3
Edward B* Greene, Measurements of Human Behavior (New York:
The Odysey Press, 1952), pp. 156-157.
18
Ross asserts that:
Historically, the measurement of achievement by form,
dates back to "antiquity" as early as I86I4. and English
School Master, the Reverend George Fisher proposed 'Scale
Book,1 made up of various standard Specimen arranged in
order of merit.*
Chief pioneers in the testing movement according to Ross were
Francis Galton, J. M. Rice, and E. L. Thorndike. These men were
highly instrumental in bringing to realization that human behavior
was susceptible of quantitative study and that statistical methods
with which to carry on investigations were sorely needed. Although
Rice is given the honor of being a real inventor, it is to the
celebrated E. L. Thorndike that -the honor of being the father of
achievement testing movement was given.
Betts says that:
The teacher's first concern in dealing with pupils is
to determine their needs in terms of their levels of achievement.2He states further that: • • • teachers and clinicians are
resorting to tests for determining the level of achievement. In
a carefully planned program, differences in achievement are
recognized in all subject matter areas. This means that
appropriate materials are obtained so that instructors may be
differentiated at all stages in terms of the pupils level ofachievement.3
One of the earliest studies of comparing achievements of
hdifferent types of schools is reported by Pinter, who gave a set of
I
C. C# Ross, Measurements in Today's School (New York:Prentice-Hall Company, 19ht), pp. U5-5O.
2Enmett A. Betts, Foundations of Reading Instruction (Mew York:
Amerioan Book Company, 1956), pp. 53-5U.
Ibid.
kRudolpf Pinter, Intelligence Testing Method and Results
(New York: Henry Holt and Company, 1923;, p. 156. ""
19
grouped tests to the school population of an Ohio valley. Later
Pinter compared four city schools, a village school and a rural school.
The results indicated that the median percentiles of the four city
schools were 58.5, 58.5, U7, and kk.$ for the village school 30. It
would appear that percentile-differences in achievement between urban
and rural pupils were caused by the difference in environment since
the teaching methodology was the same and equally proficient.
Theories of Relationships Between Achievement and Intelligence.—
It is generally known that one of the measures of a teacher's
competence is her ability to provide enough experiences and material
for prediction of what an average group of children will do when
confronted with a real problem in a given situation. Ability will
come with experience and training, in planning; consequently, much
evidence is gained for interpreting.
Terman states:
There is a wide-spread opinion that bright children
usually fail to hold their own, and the dull are likely to
Improve with increase age. Psychologists have more often
expressed the view that it is the duU who fail to hold their
own, and the superiority of the bright probably increases.1
Deaborn related:
This finding reveals an imporyeducational problem, forsuccessful instruction in classes, there must be a certain
degree of homogeneity of intellectual capacity as well as of
attainment on the part of the pupils who are classed together.
If the intellectual differences are too great, class
instruction is not possible. If instruction is suited to
some, it will not be suited to othersj if some are taught—
L. M. Terman, The Intelligence of School Children (Boston:Houghton Mifflin Company, 1918), p 116
20
others will not be taught—-the maximum of intellectural
dilutions at which class work is possible we must leave
to the judgement of the skill teacher.1
W* W, Cruze says:
Success in any school task is dependent in large
measure, upon a degree of mental maturity sufficient
to enable the pupil to deal with the symbols studied*
Other factors such as are necessary for educational
success include specific skill in writing, reading-
persistence and self-reliance.2
Many studies have been m ade of the relationship between
achievement and intelligence in different phases of school programs.
These studies reveal correlation coefficients ranging from .30 to
•75 between grades obtained and intelligence test scores. It is
note worthy that the highest coefficient are obtained in the
elementary school and the lowest at college level. The factors
involved no doubt, included differences in teaching procedures*
It is safer to make predictions from low intelligence test scores*
Superior ability is not an adequate guarantee of success.
Cruze also says that, "when the data studied is limited to
3academic achievement, the amount of overlapping is not so great."
Lamson reported a study of high school academic records of a
group of gifted children approximately two years younger than a
control group. The gifted group turned out to be significantly
ksuperior in both the Hew York Regents Examination and school records.
•Hf. F. Dearborn, Intelligence Test (Boston: Houghton MifflinCompany, 1928).
Tfendell W. Cruze, Educational Psychology (New York: The
Ronald Press Company, I?li2), pp. 155-161.
3Ibid., p. 161.TE. E. Lamson, "High School Achievement of fifty-Six Gifted
Children,11 J. Genet Psychology, (135;, Vol. Ih7, pp. 72-87*
21
Psychologists have been unable to agree as to the exact nature
of intelligence and no single definition has found universal
acceptance*
Summary of Related literature,— A summary of the Survey of the
Related literature which was done in connection with the conduct of
this study is presented below in the series of separate generali
zations and/or characterizations of the overall findings pertinent
to the theories, principles, and research having to do with the
problems of this research*
1* The factor of intelligence has been defined in many
different ways according to:
(a) The traits involved(b) The nature of the process(c) The areas of performance(d) The resultant manifestations
2. There are, however, several generally accepted characteriga-
tions of intelligence which crystallize out of the many and
varied definitions, such as:
(a) Intelligence is the ability to meet "novel11 situations
(b) Intelligence is the innate ability to perform insituations requiring mental perception or motor
manipulation or social adjustment and skill
(6) Intelligence is the innate ability to acquireknowledge and to perform school tasks
(d) Intelligence as a trait is found to be distributedaccording to the normal curve of probability
throughout the general population*
3* In general, the research findings indicate that intelligence
is the most critical factor in the school achievement of
(b) Comparison of school classes or class groups ("grouping")
(c)
22
children and youth.
In In order to obtain a valid identification of the abilities,
interests and needs of children and youth some type of
educational diagnosis—testing—should be and must be
used by school people.
5. Achievement levels tend to be higher for pupils from urban
schools than are the levels for those from rural schools*
6. There is in general a direct relationship between intelligence
and school achievement of children and youth.
7. Achievement tests have several distinct uses, such as:
(a) Assignment of pupils' school marks
Comparison of school classes
Comparison of school systems
8. The problem and effectiveness of "grouping" for instruc
tional purposes lay in the degree of homogeneity in the
intellectual capacity and level of prior achievement of the
pupils to be taught.
9. Success in school accomplishment is based after full weight
is given to mental maturity—upon the acquisition of the
specific fundamental skills of reading, writing, arithmetic
and vocabulary competence.
10. The "cultural background" of the learners tenfe to have signi
ficant effects upon the overall development of school children.
11. The mentally well-endowed and/or "gifted" student tends to
enjoy a greater degree of academic success and school progress
than those students less favored by native intelligence.
CHAPTER II
PRESENTATION AND ANALYSIS OF DATA
Introductory Statement
The data for the purposes of this research were obtained through
the administration of the following tests: (a) the California Test
of Mental Maturity, Primary, 1957 S-Form and the California
Achievement Test, Lower Primary, Form W, to the Primary Grades 1
through 3; and (b) the California Test of Mental Maturity, Elementary,
1957 S-Form and the California Achievement Test, Elementary, Form W,
to Grades h through 6«
The enrollment in the respective grades tested was as follows:
Grade 1, 12j Grade 2, 2k} Grade 3, 1U| Grade U, 20; Grade 5, 16, and
Grade 6, 15, for a total of 101 pupils in the first six grades of the
school.
The data derived from the testing of these pupils were assembled
and are here presented in a series of twenty-one (21) distribution
tables, with one table for each of the major (Total) components on
the respective tests for each of the grades, separately. For these
data the basio statistics computed were: mean, standard deviation,
standard error of the mean and the identification of the grade-place
ment index for the mean of each distribution. Therefore, the major
interpretation of the data placed emphasis upon the extent to which
the mean-score of the respective distributions approximated the norm-
grade-placement of 1.5-2.5-3.5-lu5-5.5 and 6.5 at the indicated grade-
2b
level because the tests were administered around the mid-point of the
school year.
The data on each of the tests are presented for each grade separately.
With such small grade groups it was decided that it would not be too
meaningful to determine any differences in performance between the boys
and girls. And, too, no attempt was made to establish correlations
between the two tests nor among their components.
First-Grade Testing Program
The performance of the twelve (12) First grade pupils of the Sale
City School, Sale City, Georgia, 1961-1962 is presented immediately
below in Tables 1 through 3 which portray the data and statistics on
the major components of the California Test of Mental Maturity and the
California Achievement Test.
Intelligence Quotients.— The data on the obtained intelligence
quotients derived from the raw scores earned on the California Test
of Mental Maturity by the twelve first grade pupils are presented in
Table 1, page 25.
The scores of the twelve pupils on the Intelligence Quotients of
the test ranged from a low of £0 to a high of 90, with a mean of 61.33,
a standard deviation of 15.11, and a standard error of the mean of
ii*2£« Eight or 66.6I4. per cent of them scored above the mean, four or
33*36 per cent scored below the mean, and none of them scored within
the mean class-interval. The mean score of 61.33 would appear to
suggest an intelligence markedly below the norm range of intelligence
for a population group randomly selected from the general population.
25
TABLE 1
DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW SCORES
ON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED BY THE TWELVE
FIRST GRADE PUPILS ENROLLED IN THE BALE CITY ELEMENTARY
SCHOOL, SALE CITY, GEORGIA, 1961-1962
Score X Per Cent
50 8.33
77 8.33
58 8.33
58 8.33
70 8.33
70 8.33
89 8.33
73 8.33
9© 8.33
64 8.33
60 8.33
77 8.33
Total 736 100
Mean
Sigma
S.E.
Gr. PI.
61.3315.114.25
26
Further, two or 16.66 per cent of these pupils scored at the
generally observed normal range of Negro school children usually
tested for "self-study" purposes in Georgia schools. However, the
general tendency of Negro children to perform at a satisfactory level
of educational achievement, in spite of the indicated low level of
intelligence, raises the question as to what extent these tests of
their intelligence or mental development was a genuine or valid
measure of these children's potentiality for school work*
California Achievement Test results, language section.—Results
on the California Achievement Test (Total Language) component as
revealed by the raw scores obtained by the twelve first grade pupils
enrolled in the Sale City Elementary School, Sale City, Georgia,
1961-1962 are presented in Table 2, page 27, and are analyzed in the
paragraphs below.
The scores of the eight pupils on the total language component
of the test ranged from a low of 1 to a high of 18, with a mean of
5*6, a standard deviation of 5.36, a standard error of the mean of
2,02. Three or 37.50 per cent of the/scored above the mean, five or
62.50 per cent scored below the mean, and none of them scored within
the mean class-interval. The mean score of 5*6 indicated a grade-
placement index of 2.05 which in turn, suggested an educational
acceleration of .6 grade points.
The mean score of 5*6 indicated a grade-placement index of 2.1
which, in turn, indicated that these first grade pupils were .6
point of a grade-placement above the level of 1*5 or expectancy in
27
TABLE 2
DISTRIBUTION OP THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST
(TOTAL LANGUAGE) AS OBTAINED BY THE TWELVE FIRST GRADE PUPILS
ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL, SALE CITY,
GEORGIA, 1961-1962
Score X Per Cent
9 12.50
18 12.50
2 12,50
0
0
k 12.50
0
0
1 12.50
2 12.50
7 12.50
2 12.50
Total U5 100
Mean 5*6Sigma 5*36S.E. 2.02
Gr. PI. 2.05
the area of Total Language achievement. Further, it would appear or
might be assumed that the motivation of the pupils and the
28
instructional skill of the teacher(s) have joined to assist these
first-graders in achieving satisfactory performance in Language.
Lastly, the range of grade-placements from a low of 1.0 to a
high of 3.6 indicated that 3 or 37.50 per cent were above the norm
and 5 or 62.50 per cent were below the norm of expectancy of 1.5 in
Language performance.
Results on the California Achievement Test (Total Arithmetic).—
The data on the (Total Arithmetic) component of the California Achieve*
ment Test as revealed by the raw scores obtained by the twelve first
grade pupils enrolled in the Sale City Elementary School, Sale City,
Georgia, 1961-1962 are presented in Table 3, page 29, and are
analyzed in the paragraphs below.
The scores of the seven pupils on the total arithmetic component
of the test ranged from a low of 8 to a high of h9» with a mean of
19.86, a standard deviation of 12.U7, a standard error of the mean of
5.08. Two or 28.56 per cent of them scored above the mean, four or
57*12 per cent scored below the mean, and one or 1U.28 per cent scored
within the mean class-interval. The mean score of 19*86 indicated a
grade-placement index of 1.55 which in turn, suggested an educational
acceleration of .1 grade-points*
The mean score of 19.86 indicated a grade-placement of 1.55
which, in turn, indicated that these first grade pupils were approxi
mately .1 point of a grade-placement above the level (1.5) of
expectancy in the area of Total Arithmetic achievement. Further, it
might be assumed that the teacher(s) were doing an effective job in
29
TABLE 3
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL ARITHMETIC) AS OBTAINED BY THE TWELVE FIRST GRADE
PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL.
SALE CITY, GEORGIA, 1961-1962
Score X p©r CQnt
19 Iiw28
k9 1U.28
2$ 114.28
8 1U.28
0
6 Ub.28
0
0
0
0
16 Ui.28
16 Uu28
Total 139 100
Mean 19*86
Sigma 12.U7S.E. 5*08
Or. PI. 1.55
the job of teaching arithmetic.
Lastly, the range of grade-placeraents from a low of 1,2 to a
30
high of 2.3 indicated that 2 or 28.56 per cent were above the norm
and 4 or 57.12 per cent were below the norm, one or 14.28 per cent
was approximate^ at the norm of expectancy in Arithmetic performance.
Second-Grade Testing Program
The performance of the twenty-four (24) Second-grade pupils of
the Sale City School, Sale City, Georgia, 1961-1962 is presented
immediately below in Tables 4 through 6 which portray the data and
statistics on the major components of the California Test of Mental
Maturity and the California Achievement Test*
Results on the California Test of Mental Maturity (Intelligence
Quotients).— The data on the Intelligence Quotient component of the
California Test of Mental Maturity as revealed by the raw scores
obtained by the twenty-four second-grade pupils enrolled in the Sale
City Elementary School, Sale City, Georgia, 1961-1962 are presented
in Table 4, page 31, and are analyzed in the paragraphs below.
The scores of the twenty-four pupils on the Intelligence Quotient
component of the test ranged from a low of 48 to a high of 117, with
a mean of 70.02, a standard deviation of 15.35, a standard error of
the mean of 3*2. Twelve or 49.92 per cent of them scored above the
mean, 10 or 41.60 per cent scored below the mean, and 2 or 8.32 per
cent scored within the mean class-interval. The mean score of 70.02
would appear to suggest as intelligence retardation markedly below
the norm range of intelligence for a randomly selected sample of a
general population.
Further, only one of these pupils scored above the established
31
TABLE h
DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW SCORES
ON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED BY THE
TWENTY-FOUR SECOND GRADE PUPILS ENROLLED IN THE SALE
CITY ELEMENTARY SCHOOL, SALE CITY, GEORGIA, 1961-1962
Scores Number Per Cent
113-117 1 Iul6
108-112 0 0.00
103-107 0 0.00
98-102 0 0.00
93-97 0 0.00
88-92 2 8.32
83-87 1 U.16
78-82 1 U.16
73-77 7 29.19
68-72 2 8.32
63-67 3 32 .U8
£8-62 0 0.00
53-57 3 12.U8
U8-52 k 16.6k
k3-kl 0 0.00
Total 2U 100.00
Mean
Sigma
S.E.
70.021
15.353.2
32
norm range of intelligencej whereas, two or 8.32 per cent of them
scored at the initial point of the intelligence norm* Nine or 37,kh
per cent of these second-graders indicated IQ's between the 90th and
73rd range, with the remaining 12 or 1*9.92 per cent of them within
the IQ range of 72 to 1*8. Only three of these pupils showed IQ's
which suggested a promising potentiality for successful or satisfactory
educational progress*
Results on the California Achievement Test (Total Language).-- The
data on the Total Language component of the California Achievement Test
as revealed by the raw scores obtained by the twenty-three second-
grade pupils enrolled in the Sale City Elementary School, Sale City,
Georgia, 1961-1962 are presented in Table 5, page 33, and are analyzed
in the paragraphs below.
The scores of the twenty-three pupils on the Total Language
component of the teat ranged from a low of 1 to a high of 28, with a
mean of 11.81*, a standard deviation of 7.38, a standard error of the
mean of 1.57. Ten or U3.5O per cent of them scored above the mean,
eleven or 1*7.85 per cent scored below the mean, and two or 8.70 per
cent scored within the mean class-interval* The mean score of 11.81*
indicated a grade-placement index of 1.5 which in turn, suggested an
educational retardation of 1.0 grade points.
The mean score of 11.81* indicated a grade-placement of 1.5 which,
in turn, indicated that these second-grade pupils were a full year
below the level (2.5) of expectancy in the area of Total Language.
Lastly, the range of grade-placements from a low of 1.2 to a
33
TABLE 5
DISTRIBUTION OP THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL LANGUAGE) AS OBTAINED BY THE TWENTY-THREE SECOND-GRADE
PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL, SALECITY, GEORGIA, 1961-1962
Scores Number Per Cent
27-28 1 U.3S
25-26 2 8.70
23-2U 2 8.70
21-22 0 0.00
19-20 2 8.70
17-18 0 0.00
15-16 2 8.70
13-11* 0 0.00
11-12 1 U.35
9-10 2 8.70
7-8 6 26.10
5-6 1 li.35
3-1* 3 13.05
1-2 1 k.3S
Total 23 100.00
Mean 11.81*
Sigma 7.38
S.E. 1.57Gr. PI. 1.5
3U
high of 2.6 indicated that one or U.35 per cent was at and above,
respectively, the norm of expectancy and 21 or 91.35 per cent of
these second graders were below the norm of expectancy in Language
performance.
Results on the California Achievement Test (Total Arithmetic).-.
The data on the Total Arithmetic component of the California Achieve
ment Test as revealed by the raw scores obtained by the twenty-four
second-grade pupils enrolled in the Sale City Elementary School, Sale
City, Georgia, 1961-1962, are presented in Table 6, page 35, and are
analyzed in the paragraphs below*
The scores of the twenty-three pupils on the Total Arithmetic
component of the test ranged from a low of 2 to a high of U3, with a
mean of 16.83, a standard deviation of 10.98, a standard error of
the mean of 2.3lu Eleven or 1*7.85 per cent of them scored above the
mean, nine or 39.15 per cent scored below the mean, and three or 13,05
per c ent scored within the mean class-interval. The mean score of
16,83 indicated a grade-placement index of l.U which in turn,
suggested an educational retardation of 1.1 grade points*
The mean score of 16.83 indicated a grade-placement of l.U which,
in turn, indicated that these second-grade pupils were a full year
below the level (2,5) of expectancy for Arithmetic achievement.
Lastly, the range of grade-placements from a low of 1.1 to a high
of 2.2 indicated that all of these second-graders were retarded in
their achievement in arithmetic. Only two or 8.70 per cent of these
pupils scored within the 2.0 to 2.5 grade-placement range. The entire
35
TABLE 6
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL ARITHMETIC) AS OBTAINED BY THE TWENTY-THREE SECOND
GRADE PUPILS ENROLLED IN THE SALE CITY ELEMENOMY
SCHOOL, SALE CITY, GEORGIA, 1961-1962
Scores Number Per Cent
1*1-1*3
38-UO
35-37
32-3U
29-31
26-28
23-25
20-22
17-19
Ui-16
11-13
8-10
5-7
2-1*
2
0
1
2
1
1
2
0
1
1
3
k
2
3
8.70
0.00
U.35
8.70
U.35
U.35
8.70
0.00
U.35
U.35
13.05
17.U0
8.70
13.05
Total 100.00
Mean
Sigma
S.E.
Gr. PI.
16.8310.98
2.3U1.U
36
group of second grade pupils was seriously retarded in its arithmetic
achievement*
Third-Grade Testing Program
The performance of the fourteen (14) Third-grade pupils of the
Sale City School, Sale City, Georgia, 1961-1962 is presented
imraediateOy below in Tables 7 through 10 which portray the data and
statistics on the major components of the California Test of Mental
Maturity and the California Achievement Test.
Results on the California Test of Mental Maturity (Intelligence
Quotient).— The data on the Intelligence Quotient component of the
California Test of Mental Maturity as revealed by the raw scores
obtained by the fourteen third-grade pupils enrolled in the Sale City
Elementary School, Sale City, Georgia, 1961-1962, are presented in
Table 7, page 37, and are analyzed in the paragraphs below.
The scores of the fourteen pupils on the Intelligence Quotient
component of the test ranged from a low of tl to a high of 88, with a
mean of 61.5, a standard deviation of 11.78, a standard error of the
mean of 3.26. Seven or U9.98 per cent of them scored above the mean,
six or U2.8U per cent scored below the mean, and one or 7«lU per cent
scored within the mean class-interval. The mean score of 61.5 in
dicated that all of these third-grade pupils were slightly or markedly
below the norm-range of intelligence.
Further, all of these third grade pupils had indicated Intelligence
Quotients below a IQ of 90 which is usually considered as the lower
level of the range for normal intelligence which, in turn, suggests a
37
TABLE 7
DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW SCORESON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED BY THEFOURTEEN THIRD (HADE PUPILS ENROLLED IN THE SALE CITY
ELEMENTARY SCHOOL, SALE CITY, GEORGIA, 1961-1962
Scores Number Per cent
86-88 l 7.1^
83-85 0 0.00
80-82 o 0.00
77-79 0 0.00
7U-76 j. y.ik
71-73 2 UU.28
68-70 o 0.00
65-67 3 21.U2
62-61* o 0.00
59-61 i 7.1U
56-58 o 0.00
53-55 3 21.U2
50-52 i 7.Hi
U7-li9 o 0.00
hk-k6 ! 7.1k
Total 2h 100,00
Mean
Sigma
S.E.
61.5n.78
3.26
38
mental potentiality for successful school work.
Results on the California Achievement Test (Total Language).—- The
data on the Total Language component of the California Achievement
Test as revealed by the raw scores obtained by the thirteen third-
grade pupils enrolled in the Sale City Elementary School, Sale City,
Georgia, 1961-1962, are presented in Table 8, page 39, and are
analyzed in the paragraphs below.
The scores of the thirteen pupils on the Total Language component
of the test ranged from a low of 5 to a high of 26, with a mean of
lit.12, a standard deviation of 6.60, a standard error of the mean of
1.9. Six or UU.2 per cent of them scored above the mean, five or
38.£ per cent scored below the mean, and two or l%.k per cent scored
within the mean class-interval. The mean score of Lb.,12 indicated a
grade-placement index of 1.9 which, in turn, suggested an educational
retardation of 1#6 grade points.
The mean score of 1U.12 indicated a grade-placement of 1.9 which,
in turn, indicated that these third grade pupils were one and two-thirds
years below the level (3.5) of expected achievement in Language per
formance.
Further, the range of grade-placements from a low of 1.3 to a
high of 2.5 indicated that all of these third grade pupils were
seriously retarded in their achievement in Language j for none of
them performed within the grade-placement of 3«0 to 3«5.
39
TABLE 8
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TESTTOTAL LANGUAGE) AS OBTAINED BY THE THIRTEEN THIRD GRADE PUPILS
ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL, SALE
CITY, GEORGIA, 1961-1962
Scores Number Per Cent
25-26
23-2U
21-22
19-20
17-18
15-16
13-Ht
11-12
9-10
7-8
5-6
1
0
3
0
0
2
2
1
0
1
3
7,7
0.00
23.1
0.00
0.00
15,U
7.7
0.00
7.7
23.1
Total 13 100.00
Mean
Sigma
s.i.Gr. PI.
1U.126.60
1.9
1.9
Uo
Results on the California Achievement Test (Total Arithmetic).--
The data on the Total Arithmetic component of the California Achieve
ment Test as revealed by the raw scores obtained by the twelve third
grade pupils enrolled in the Sale City Elementary School, Sale City,
Georgia, 1961-1962, are presented in Table 9, page Ul, and are
analyzed in the paragraphs below.
The scores of the twelve pupils on the Total Arithmetic component
of the test ranged from a low of 1 to a high of l£0, with a mean of
70.5, a standard deviation of UU.5, a standard error of the mean of
13.1u Five or Ul.65 per cent of them scored above the mean, three or
2iu99 per cent scored below the mean, and four or 33»32 per cent
scored within the mean class-interval. The mean score of 70.5 in
dicated a grade-placement index of 2.1 which, in turn, suggested an
educational retardation of l.U grade points.
Further, the range of grade-placements from a low of 1*2 to a
high of 3.1 indicated that all of these third grade pupils were
retarded in their arithmetic achievement, with only two of them scoring
at the beginning third-grade level, and none having scored at the 3.5
grade-placement level which was the norm of expected performance.
Results on the California Achievement Test (Total Reading).— The
data on the Total Reading component of the California Achievement Test
as revealed by the raw scores obtained by the eleven third grade pupils
enrolled in the Sale City Elementary School, Sale City, Georgia, 1961-
1962, are presented in Table 10, page 1*2, and are analyzed in the
paragraphs below.
TABLE 9
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST
(TOTAL ARITHMETIC) AS OBTAINED BT THE TWELVE THIRD GRADEPUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,
SALE CITY, GEORGIA, 1961-1962
Scores Number Per Cent
3ia-l5O 1 8.33
131-HiO 0 0.00
121-130 0 0.00
111-120 1 8.33
101-110 2 16.66
91-100 1 8.33
81-90 0 0.00
71-80 0 0.00
61-70 k 33.32
51-60 0 0.00
Ul-50 0 0.00
31-UO 0 0.00
21-30 0 0.00
n-2o o o.oo
1-10 3 2U.99
Total 12 100.00
Mean 70.5Sigma UU.5S.E. 13.U
Or. PI. 2.1
k2
TABLE 10
DISTRIBUTION OP THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST
(TOTAL READING) AS OBTAINED BY THE ELEVEN THIRD GRADE PUPILSENROLLED IN THE SALE CITY ELEMENTARY SCHOOL, SALE CITY,
GEORGIA, 1961-1962
Scores Number Per
50-52 1 9.09
U7-k9 1 9.09
Uk-h6 1 9.09
U1-U3 0 0.00
38-itO 0 0.00
35-37 2 18.18
32-3*4. 2 18.18
29-31 0 0.00
26-28 2 18.18
23-25 1 9.09
20-22 0 0.00
17-19 0 0.00
Ii*-16 0 0.00
11-13 1 9.09
Total 11 100.00
Mean 33.81Sigma 11.01
S.E. 3.5Gr. PI. 2.5
U3
The scores of the eleven pupils on the Total Reading component
of the test ranged from a low of 11 to a high of $2, with a mean of
33,81, a standard deviation of 11,01, a standard error of the mean of
3«5» Five or U5.U5 per cent of them scored above the mean, four or
36.36 per cent scored below the mean, and two or 18.18 per cent scored
within the mean class-interval. The mean score of 33.81 indicated
a grade-placement index of 2.5 which, in turn, suggested an educational
retardation of 1.0 grade points.
Further, the range of grade-placements from a low of 1.6 to a
high of 2,7 indicated that all of these third grade pupils were a
half-year to a year and a half retarded in their achievement in the
area of reading.
Fourth-Grade Testing Program
The performance of the twenty (20) fourth-grade pupils of the
Sale City School, Sale City, Georgia, 1961-1962 is presented
immediately below in Tables U through lij. which portray the data and
statistics on the major components of the California Test of Mental
Maturity and the California Achievement Test,
Results on the California Test of Mental Maturity (Intelligence
Quotient).— The data on the Intelligence Quotient component of the
California Test of Mental Maturity as revealed by the raw scores
obtained by the twenty fourth grade pupils enrolled in the Sale City
Elementary School, sale City, Georgia, 1961-1962, are presented in
Table 11, page hh} and are analyzed in the paragraphs below.
The scores of the twenty pupils on the Intelligence Quotient
TABLE 11
DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW
SCORES ON THE CALIFORNIA TEST OF MENTAL MATURITY AS
OBTAINED BY THE TWENTY FOURTH ©ADE PUPILS
ENROLLED IN THE SALE CITY ELEMENTARY
SCHOOL, SALE CITY, GEORGIA, 1961-1962
Scores Number Per Cent
113-117
108-112
103-107
98-102
93-97
83-87
78-82
73-77
68-72
63-67
58-62
53-57
1
0
0
1
2
0
1
1
2
3
3
h
2
5.oo
0.00
0.00
5.oo
10.00
0.00
5.oo
5.oo
10.00
15*00
I5,oo
20.00
10.00
Total 20 100.00
Mean
Sigma
S.E.
7316
3
.75
.10
.23
hS
component of the test ranged from a low of 53 to a high of 117, with
a mean of 73«75, a standard deviation of 16.10, a standard error of
the mean of 3*23• Eight or UO per cent of them scored above the mean,
nine or h$ per cent scored below the mean, and three or 15 per cent
scored within the mean class-interval. The mean score of 73.75
indicated that the typical pujjil among these fourth graders possessed
a level of intelligence below the norm of expectancy of any randomly
selected group.
Further, four or 20 per cent of these pupils scored at or above
the established intelligence norm of 90-110 IQ, with one of them with
an IQ of 117* Twelve of these pupils had indicated IQ's which ranged
between 73 through 53• Overall, the I Q range for these fourth grade
pupils would appear that they would experience difficulty in per
forming at a successful level of school accomplishment*
Results on the California Achievement Test (Total Language).—
The data on the Total Language component of the California Achieve
ment Test as revealed by the raw scores obtained by the eighteen
fourth-grade pupils enrolled in the Sale City Elementary School, Sale
City, Georgia, 19&L-1962, are presented in Table 12, page U6, and are
analyzed in the paragraphs below.
The scores of the eighteen pupils on the total language component
of the test ranged from a low of 1 to a high of 32, with a mean of
15.61, a standard deviation of 1»9, a standard error of the mean of
l«0°# Nine or k9*90> per cent of them scored above the mean, seven
TABLE 12
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL LANGUAGE) AS OBTAINED BY THE EIGHTEEN FOURTH GRADE
PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL.SALE CITY, GEORGIA, 1961-1962
Scores Number Per
31-32
29-30
27-28
25-26
23-2U
21-22
19-20
17-18
10-16
13-1U
11-12
9-10
7-8
$-6
3-U
1-2
1
0
0
3
1
0
2
2
2
0
1
1
2
0
2
1
0.00
0.00
16.65
0.00
11.10
11.10
11.10
0#00
5.55
11.10
0.00
11.10
Total 18 100.00
Mean
Sigma
S.fi,
Gr. PI,
15.61
7.9
1.092.6
k7
or 38,85 per cent scored below the mean, and two or 11.10 per cent
scored within the mean class-interval. The mean score of 15.61
indicated a grade-placement index of 2.6 which, in turn, suggested an
educational retaradation of 1.9 grade points.
Further, the range of grade-placements from a low of 1.8 to a
high of 3.1 indicated that all of these fourth grade pupils were
seriously retarded in their language achievements all of them were
two-thirds of a year to one and a half years below the norm (U.5) of
expectancy of accomplishment in Language. This retardation is
emphasized by the fact that 3 or 16.65 per cent scored within the 1.5
to 2.0 year interval, or less than two years; two or 11.10 per cent
scored at 3.1 interval, or less than three yearsj and the remaining 15
or 83.25 per cent scored within the 2.0 to 3.0 years interval. The
best pupils in the class were one and a half years retarded in Language
performance.
Results on the California Achievement Test (Total Arithmetic).—
The data on the Total Arithmetic component of the California Achieve
ment Test as revealed by the raw scores obtained by the nineteen fourth
grade pupils enrolled in the Sale City Elementary School, Sale City,
Georgia, 1961-1962, are presented in Table 13, page 1*8, and are
analyzed in the paragraphs below.
The scores of the nineteen pupils on the Total Arithmetic component
of the test ranged from a low of 1 to a high of lhO9 with a mean of
63.93, a standard deviation of 38.70, a standard error of the mean of
9.15. Ten or 52.70 per cent of them scored above the mean, six or 31.62
TABLE 13
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHEEVEMENf TEST
(TOTAL ARITHMETIC) AS OBTAINED BY THE NINETEEN FOURTH GRADEPUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,
SALE CITY, GEORGIA, 1961-1962
Scores Number Per cent
131-11*0 1 5.27
121-130 1 5.27
111-120 1 5.27
101-110 2 10.5U
91-100 0 0.00
81-90 2 10.5U
71-80 1 5.27
61-70 2 10.51*
51-60 3 15.81
U-50 2 10.5U
31-UO 0 0.00
21-30 0 0.00
H-20 3 15.81
1-10 1 5.27
Total 19 100.00
Mean 63.92Sigma 38.70S.E. 9.15
Or. PI. U.5
h9
per cent scored below the mean, and three or 15.81 per cent scored
within the mean class-interval. The mean score of 63.93 indicated a
grade-placement index of U.5 which, in turn, suggested a normal
educational progress at U.5 grade points.
Further, the range of grade-placements from a low of 2,3 to a
high of 8.0 with a mean grade-placement of U.5 indicated that these
fourth grade pupils as a group were experiencing satisfactory and
successful achievement in Arithmetic. Eleven or 57.97 per cent scored
above the norm of U.5j 2 or 10.5U per cent scored at the norm interval;
6 or 31.62 per cent scored below the norm, and for one of these fourth
graders there was not an arithmetic score. Less than a third of these
fourth-graders were retarded in arithmetic achievement, with 58 per
cent of them being accelerated in their achievement in arithmetic.
Perhaps, pupil motivation, teacher interest, teacher skill, and the
specificity of the skills account for this superior accomplishment in
arithmetic by the fourth-graders.
Results on the California Achievement Test (Total Reading).— The
data on the Total Reading component of the California Achievement Test
as revealed by the raw scores obtained by the nineteen fourth-grade
pupils enrolled in the Sale City Elementary School, Sale City, Georgia,
1961-1962, are presented in Table lU, page 50, and are analyzed in the
paragraphs below.
The scores of the nineteen pupils on the Total Reading component
of the test ranged from a low of 5 to a high of 52, with a mean of
26.1+7, a standard deviation of 11.31, a standard error of the mean of
50
TABLE 1U
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL READING) AS OBTAINED BY THE NINETEEN FOURTH GRADE
PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,SALE CITY, GEORGIA, 196l-l?62
Scores Number Per Cent
50-52
U7-U9
U1-U3
38-1*0
35-37
32-3U
29-31
26-28
23-25
20-22
17-19
Ut-16
11-13
8-10
5-7
1
0
2
1
2
0
1
2
1
2
0
3
2
1
0
1
5.27
0.00
10.5U
5.27
10.5U
0.00
5.27
10.5U
5.27
10.5U
0.00
15.81
10.5U
5.27
0.00
5.27
Total 19 100.00
Mean
Sigma
S.E,
Gr. PI,
26.1*711.312.73.0
2.7. Ten or 52.70 per cent of them scored above the mean, seven or
36.89 per cent scored below the mean, and two or 10.5U per cent scored
within the mean class-interval. The mean score of 26.U7 indicated a
grade-placement index of 3.0 which, in turn, suggested an educational
retardation of 1.5 grade points.
Further, the range of grade-placements from a low of 1.9 to a
high of Iu5, with a mean grade-placement of 3*0 indicated that these
fourth grade pupils as a group were seriously retarded in reading per
formance which indicated a retarded achievement of from .3 to 2.6
grade-placement points, that is, from three-tenths of a year or two
and two-thirds years. Only four of the pupils scored within the
fourth-grade range, with only one of them achieving at the norm of Iu5|
U2,l6 per cent scored within the second-grade interval! 32 per cent
scored within the third-grade intervals and one scored at the last
month level within the first grade interval. Obviously, these fourth-
grade pupils are in serious need of a remedial reading program of
some sort.
Fifth-Grade Testing Program
The performance of the sixteen (16) Fifth-grade pupils of the Sale
City Elementary School, Sale City, Georgia, 1961-1962, is presented
immediately below in Tables 15 through 18 which portray the data and
statistics on the major components of the California Test of Mental
Maturity and ifoe California Achievement Test.
Results on the California Test of Mental Maturity (Intelligence
52
Quotient).— The data on the Intelligence Quotient component of the
California Test of Mental Maturity as revealed by the raw scores
obtained by the sixteen fifth-grade pupils enrolled in the Sale City
Elementary School, Sale City, Georgia, l°6l-1962, are presented in
Table lkt page 53, and are analyzed in the paragraphs below.
The scores of the sixteen pupils on the Intelligence Quotient
component of the test ranged from a low of 58 to a high of 117, with a
mean of 83, a standard deviation of 10.15, a standard error of the
mean of 2«5« Seven or U3«75 per cent of them scored above the mean,
seven or U3.75 per cent scored below the mean, and two or 12.50 per
cent scored within the mean class-interval. The mean score of 83
indicated that the typical pupil among these fifth-graders had an
intelligence quotient appreciably below the norm of expectancy for
the general population.
Further, it is to be noted that two of these fifth-grade pupils
had IQ's above the norm of mental alertness; four fell within the norm-
range of intelligence] and the remaining ten of these pupils possessed
indicated IQ's which ranged from 88 to 58 who were not likely to attain
the educational standards expected of their age and grade.
Results on the California Achievement Test (Total Language).— The
data on the Total Language component of the California Achievement
Test as revealed by the raw scores obtained by the sixteen fifth-grade
pupils enrolled in the Sale City Elementary School, Sale City, Georgia,
1961-1962, are presented in Table 16, page 5Uj and are analyzed in the
53
TABLE 15
DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW
SCORES ON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED
BY THE SIXTEEN FIFTH GRADE PUPILS ENROLLED IN THE SALE
CITY ELEMENTARY SCHOOL, SALE CITY GEORGIA, 1961-1962
Scores Number Per Cent
Mean
Sigma
S.E.
8310.152.5
113-H7 1
108-112 1 6.25
103-107 0 0.00
98-102 k 25.00
93-97 0 0.00
88-92 1 6.25
83-87 0 0.00
78-82 2 12.50
73-77 3 18.75
68-72 1 6.25
63-67 2 12.50
58-62 1 6.25
Total 16 100.00
paragraphs below.
The scores of the fifteen pupils on the Total Language component
TABLE 16
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST
(TOTAL LANGUAGE) AS OBTAINED BY THE FIFTEEN FIFTH GRADE-PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,
SALE CITY, GEORGIA, 1961-1962
Scores Number Per Cent
68-72
63-67
58-62
53-57
1*3-1*7
38-U2
33-37
28-32
23-27
18-22
13-17
1
0
0
0
1
2
5
0
1
2
1
2
6.66
0.00
0.00
0.00
6.66
13.32
33.30
0.00
6.66
13.32
6.66
13.32
Total 15 100.00
Mean
Sigma
S.E.
Gr. PI.
39.33
13.853.73.6
of the test ranged from a low of 13 to a high of 72, with a mean of
39.33, a standard deviation of 13.85, a standard error of the mean
of 3.7. Four or 26.6U per cent of them scored above the mean, six or
39.96 per cent scored below the mean, and five or 33.30 per cent scored
within the mean class-interval. The mean score of 39.33 indicated a
grade-placement index of 3.6 which, in turn, suggested an educational
retardation of 1,9 grade points.
Further, the range of grade-placements from a low of 2.6 to a
high of 5.7* with a mean grade-placement of 3.6 indicated a marked
degree of retardation in language development for these fifth-grade
pupils1 for the retardation ranged from one year and two-tenths to two
jears, with one pupil who scored two-tenths of a grade-point year
above the norm (5.5) of expectancy in language for these fifth-graders.
With 93 per cent of these pupils substantially retarded in language
development, there is indicated a serious ianguager^eed among these
fifth-grade pupils.
Results on the California Achievement Test (Total Arithmetic).--
The data on the Total Arithmetic component of the California Achieve
ment Test as revealed by the raw scores obtained by the fifteen fifth-
grade pupils enrolled in the Sale City Elementary School, Sale City,
Georgia, 1961-1962, are presented in Table 17, page 56, and are
analyzed in the paragraphs below.
The scores of the fifteen pupils on the Total Arithmetic component
of the test ranged from a low of 83 to a high of 177, with a mean of
126, a standard deviation of 23,5, a standard error of the mean of 6.28.
Five or 33.30 per cent of them scored above the mean, seven, or 1*6.62
per cent scored below the mean, and three or 19.98 per cent scored
56
TABLE 17
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST
(TOTAL ARITHMETIC) AS OBTAINED BY THE FIFTEEN FIFTH GRADEPUPILS ENROLLED IN THE SALS CITY ELEMENTARY SCHOOL,
SALE CITY, GEORGIA, 1961-1962
Scores Number Per Cent
173-177 I '. 6^66168-172 0 0.00
163-167 0 0.00
158-162 0 0.00
153-157 1 6.66
1U8-152 1 6.66
Hi3-lU7 1 6.66
138-3)i2 0 0.00
133-137 1 6.66
128-132 3 19.98
123-127 1 6.66
118-122 1 6.66
113-117 1 6.66
1O8-U2 0 0.00
103-107 1 6.66
98-102 1 6.66
93-97 0 0.00
88-92 1 6.66
83-87 1 6.66
Total 15 100.00
Mean 126Sigma 23*5S.E. 6.28
Gr. PI. U.6
57
within the mean class-interval. The mean score of 126 indicated a
grade-placement index of U.6 which, in turn, suggested an educational
retardation of .9 grade points.
Further, the range of grade-placements from a low of 2.3 to a
high of 6.3, with a mean grade-placemen of U.6 indicated a retardation
of approximately a year in arithmetic accomplishment for these fifth-
grade pupils. Two or 13.32 per cent of these pupils scored within the
6-grade interval, and within the fifth-grade interval, with the
remainder of the pupils scoring within the fourth-grade, third-grade,
and second-grade intervals. In other words, 13 of these 16 fifth-
grade pupils are below grade expectancy in arithmetic achievement.
Results on the California Achievement Test (Total Reading).— The
data on the Total Reading component of the California Achievement Test
as revealed by the raw scores obtained by the fifteen fifth-grade pupils
enrolled in the sale City Elementary School, Sale City, Georgia, l°6l-
1962, are presented in Table 18, page 58, and are analyzed in the
paragraphs below*
The scores of the fifteen pupils on the Total Reading component
of the test ranged from a low of 28 to a high of 87, with a mean of
51.33, a standard deviation of Hu55, a standard: error of the mean of
3,88. Six or 3°#96 per cent of them scored above the mean, seven or
U6.62 per cent scored below the mean, and two or 13*32 per cent scored
within the mean class-interval. The mean score of 5l«33 indicated a
grade-placement index of U.6 which, in turn, suggested an educational
retardation of .9 g**ade points.
58
TABLE 18
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST
(TOTAL READING) AS OBTAINED BY THE FIFTEEN FIFTH GRADE PUPILS
ENROLLED IN THE SALE CITY ELEMEHTARf SCHOOL, SALE CITY,
GEORGIA, 1961-1962
Scores Number Per Gent
83-87
78-82
73-77
68-72
63-67
58-62
53-57
U8-52
38-U2
33-37
28-32
1
0
0
1
0
k
2
1
2
1
1
2
6.66
0.00
0.00
6.66
0.00
26.61*
13.32
6.66
13.32
6.66
6.66
13.32
Total 15 100.00
Mean
Sigma
S.B.
Gr. PI.
51.33m.553.88
k.6
Further, the range of grade-placements from a low of 1.9 to a
high of 6.6, with a mean grade-placement of U.6 indicated an overall
59
retardation of from a half year to three and two-thirds years in
reading achievement for these fifth-grade pupils. Of the 16 pupils:
two or 13,32 per cent of them scored at the sixth-grade levelj three
or 19.98 per cent of them scored at or above the norm of !?•!> within
the fifth-grade level; with approximately 6? per cent of these fifth-
graders indicating a serious retardation in their reading development
and accomplishment.
Sixth-Grade Testing Program
The performance of the fifteen (15) sixth-grade pupils of the
Sale City School, Sale City, Georgia, 1961-1962 is presented immediately
below in Tables 19 through 22 which present the data and statistics
on the major components of the California Test of Mental Maturity and
the California Achievement Test#
Results on the California Test of Mental Maturity (Intelligence
Quotient).— Total performances on the California Test of Mental Maturity
as revealed by the raw scores obtained by the fifteen sixth-grade
pupils enrolled in the Sale City Elementary School, Sale City, Georgia,
1961-1962 are presented in Table 19, page 60, and are analyzed in the
paragraphs below*
The scores of the fifteen pupils on the Intelligence Quotient
component of the test ranged from a low of 53 to a high of 107, with a
mean of 82.33, a standard deviation of 15.U8, a standard error of the
mean of U.U. Eight or 53.28 per cent of them scored above the mean,
six or 39.96 per cent scored below the mean, and one or 6.66 per cent
scored within the mean class-interval. The mean seore of 82.33
60
TABLE 19
DISTRIBUTION OP THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW
SCORES ON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED
BY THE FIFTEEN SIXTH GRADE PUPILS ENROLLED IN THE SALE
CITY ELEMENTARY SCHOOL, SALE CITY, GEORGIA, 1961-1962
Scores Humber Per Cent
103-107 1 6.66
98-102 2 13.32
93-97 2 13.32
88-92 2 13.32
83-87 1 6.66
78-82 0 0.00
73-77 2 13.32
68-72 1 6.66
63-67 0 0.00
58-62 2 13.32
53-57 1 6.66
Total 15 100.00
Mean 82.33Sigma 15.U8S.E. U.U
indicated that typically this group of sixth grade pupils had
experienced a mental development to be expected by any typical group
drawn from any overall population.
61
Further, it is of interest to note that seven of these pupils did
have indicated IQ's within the range of the norm of intelligence
(90-110 IQ), with none of them with an IQ above 110. Overall, these
sixth grade pupils indicated IQ«s which did not promise well for their
chance of having a successful and satisfactory school experience.
Results on the California Achievement Test (Total Language).— The
data on the Total Language component of the California Achievement Test
as revealed by the raw scores obtained by the fourteen sixth grade
pupils enrolled in the Sale City Elementary School, Sale City, Georgia,
1961-1962 are presented in Table 20, page 62, and are analyzed in the
paragraphs below*
The scores of the fourteen pupils on the Total Language component
of the test ranged from a low of 13 to a high of 77, with a mean of
39.60, a standard deviation of 18.76, a standard error of the mean of
5.2. Seven or U9.98 per cent of them scored above the mean, six or
k2.Bk per cent scored below the mean, and one or l.lh per cent scored
within the mean class-interval. The mean score of 39.65 indicated a
grade-placement index of h.k which, in turn, suggested an educational
retardation of 2.1 grade points.
Further, the range of grade-placements from a low of 2,8 to a high
of 6.5, with a mean grade-placement of k>k indicated an overall
retardation of from approximately a half year to three and two-thirds
years in language development for these sixth-grade pupils. One or
7.Hi per cent scored at the sixth-grade norm, one or 7«lU per cent
scored at the beginning of the sixth-grade level, three or 21.1*2 per
62
TABLE 20
DISTRIBUTION OF THE RAM SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL LANGUAGE) AS OBTAINED BY THE FOURTEEN SIXTH GRADE
PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,SALE CITY, GEORGIA, 196l-l?62
Scores Number Per Cent
73-77
68-72
63-67
58-62
U8-52
U3-U7
38-U2
33-37
28-32
23-27
18-22
13-17
1
1
1
0
3
1
1
1
0
0
3
1
1
7.1U
7.1it
7.XU
0.00
21.U2
7.1U
7.3ii
7.1U
0.00
0.00
21.1*2
7.1U
7.1U
Total 100,00
Mean
Sigma
S.E.
Gr, PI.
39.6518.76
5.2
cent scored within th© fifth-^ade level, four or 28.56 per cent
scored within the fourth-grade level, three or 21,U2 per cent scored
63
within the third-grade level, and two or 1U.28 per cent scored within
the second-grade level or norm of development in language competence.
These data would appear to indicate that these sixth-grade pupils were
limited in language achievement.
Results on the California Achievement Teat (Total Arithmetic),—
The data on the Total Arithmetic component of the California Achieve
ment Test as revealed by the raw scores obtained by the fourteen sixth
grade pupils enrolled in the Sale City Elementary School, Sale City,
Georgia, 1961-1962 are presented in Table 21, page 6k9 and are
analyzed in the paragraphs below.
The scores of the fourteen pupils on the Total Arithmetic component
of the test ranged from a low of 71 to a high of 190, with a mean of
138.07, a standard deviation of 33.30, a standard error of the mean of
9,22. Seven or U9.98 per cent of them scored above the mean, six or
U2.81* per cent scored below the mean, and one or 7.1U per cent scored
within the mean class-interval. The mean score of 138.07 indicated a
grade-placement index of 5.6 which in turn, suggested an educational
retardation of .9 grade points.
Further, the range of grade-placements from a low of 3.1 to a high
of 7.7, with a mean grade-placement of 5.6 indicates an overall
retardation of from less than a half year to three and a half years in
arithmetic achievement for these sixth-grade pupils. Out of the Hi
pupils tested: three or 21«1|2 per cent scored above the sixth-grade
norm, two or Hu28 per cent scored slightly below the sixth-grade norm,
four or 28.56 per cent scored within the fifth-grade level, two or lU.28
6k
TABLE 21
DISTRIBUTION OP THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST
(TOTAL ARITHMETIC) AS OBTAINED BY THE FOURTEEN SIXTH GRADE
PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,
SALE CITY, GEORGIA, 1961-1962
Scores Number Per Cent
181-190
171-180
161-170
1^1-160
11*1-150
131-lUO
121-130
111-120
101-110
91-100
81-90
71-80
1
2
2
2
1
1
1
0
1
2
0
1
7.1U
Uu28
Ht.28
Uu28
7.1U
7.1b
7.1it
0.00
7.1U
Hu28
0.00
7.1U
Total 1U 100.00
Mean
Sigma
S.E.
Gr. PI.
138.0733.30
9.22
5.6
per cent scored within the fourth-grade level, and three or 21.1i2
per cent scored within the third-grade levelj with 6U.26 per cent of
6$
these sixth-grade pupils indicating a very definite retardation in
their accomplishment in arithmetic understanding and skills, A program
of remedial arithmetic instruction is indicated for these sixth-graders
who on the average were approximately a full year retarded in their
achievement in this area*
Results on the California Achievement Test (Total Reading).— The
data on the Total Reading component of the California Achievement Test
as revealed by the raw scores obtained by the fourteen sixth-grade
pupils enrolled in the Sale City Elementary School, Sale City, Georgia,
1961-1962, are presented in Table 22, page 66, and are analyzed in the
paragraphs below*
The scores of the fourteen pupils on the Total Reading component
of the test ranged from a low of 33 to a high of 92, with a mean of
61.80, a standard deviation of 19.35, a standard error of the mean of
5,36. Seven or ii.9.98 per cent of them scored above the mean, seven
or 1*9*98 per cent scofed below the mean, and none of them scored within
the mean class-interval* The mean score of 61.80 indicated a grade-
placement index of 5.1 which, in turn, suggested an educational retar
dation of lJj. grade points*
Further, the range of grade-placements from a low of 3«h to a
high of 6.8, with a mean grade-placement of $•! indicated an overall
retardation of from approximately a half year to three years (plus) in
reading competence for these sixth-grade pupils. Out of the H<. pupils
tested: two or lU.28 per cent scored above the sixth-grade normj two
or Ilu28 per cent scored approximately at the sixth-grade norm, with
one scoring at this norm; two or lh.28 per cent scored within the fifth
66
TABLE 22
DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST
(TOTAL READING) AS OBTAINED BY THE FOURTEEN SIXTH-GRADEPUPILS ENROLLED IN TIE SALE CITY ELEMENTARY SCHOOL,
SALE CITY, GEORGIA, 1961-1962
Scores Number Per Cent
88-92
83-87
78-82
73-77
68-72
63-67
58-62
53-57
1*3-1*7
38-1*2
33-37
1
1
0
2
2
1
0
0
1
2
0
u
7.U*
7.H*
0.00
1U.28
Ilw28
7.1U
0.00
0.00
7.U*
1U.28
0,00
28.56
Total 100.00
Mean
Sigma
S.E.
Gr. PI.
61.80
19.355.36
5.1
grade normj three or 21.1*2 per cent scored within the fourth-grade
normj and four or 28.56 per cent scored within the third-grade range;
with 78,51* per cent of these sixth-grade pupils indicating a very
67
definite retardation in their accomplishments in reading competence in
vocabulary level and reading comprehension. These sixth-grade pupils
were limited in reading skills*
Summary and Interpretation
Resume of Findings.-- All of the quantitative measures basic to
the analysis and interpretation of the data presented throughout
Chapter II, as shown in Tables 1 through 22, are summarized in Table 23,
page 68, for the indicated performance of elementary school pupils in
grades one through six on the following tests:
1. California Test of Mental Maturity - the Intelligence Quotients
2. California Achievement Test -
(a) Total Language(b) Total Arithmetic(c) Total Reading
The interpretative summaries of the findings of this research are
reported separately for each test variable for each of the grades:
One through Six.
Primary Grades,— A summary of the data on the California Tests:
(a) Intelligence Quotients, (b) Total Language, (c) Total Arithmetic,
and (d) Total Reading as presented in Summary Table 23 indicates the
following significant factors:
1. The Intelligence Quotients for grades one and three were
approximately the same with an IQ of 61.33 and 61.50, respec
tively! and for grade two the IQ was 70.02 which was approxi
mately 9 IQ points above the Indices for grades one and three.
This appreciable difference in the IQ*s would appear to
TABLE 23
SUMMARY DISTRIBUTION OF MEAN I.Q.'S, MEAN GRADE-PLACEMENT INDICES, AND MEAN DEVIATION OF
GRADE-PLACEMENT INDICES ON THE CALIFORNIA TESTST: INTELLIGENCE, TOTAL LANGUAGE,
TOTAL ARITHMETIC, AND TOTAL READING FOR PUPILS IN ELEMENTARY SCHOOL
GRADES ONE THROUGH SIX, SALE CITY ELEMENTARY SCHOOL, SALE
CITY, GEORGIA, 1961-1962
Grade
Primary Grades
One
Two
Three
Upper Grades
Four
Five
Six
. Intelligence:
Quotient :
: Mean-Index :
61.33
70.02
61.50
73.75
83
82.33
Total
Gr. PI.
Index
2.1
1.5
1.9
2.6
3.6
k.k
Language
: Gr. PI.
: Dev.
♦.6
-1.0
-1.6
-1.9
-1.9
-2.1
: Total
'. Gr. PI.
: Index
2.5
3.0
Iu6
5.1
Reading
: Gr. PI.
: Dev.
-1.0
-1.5
-0.9
-1.1
: Total
: Gr. PI,
: Index
1.55
1.1;
2.1
h.$
U.6
$.6
Arithmetic
: Gr. PI.
: Dev.
+0.1
-1.1
-1.U
0.0
-0.9
-0.9
ON00
69
suggest that the second grade pupils were at a high level of
mental growth and development than were the first and third
grade pupils in the same school situation.
2. The Total Language grade-placement for the first grade was 2.1j
whereas, the grade-placements for grades two and three were
1.5 and 1.9, respectively. The first-graders were better than
a half year above the norm of expectancy; whereas, the second
and third graders were one year and one and half years (plus),
respectively, below the norm of expectancy on language per
formance.
3. The Total Arithmetic grade-placement far grades one, two, and
three, was 1.55, !•!*, and 2,1, respectively. Grade one was
slightly above the norm of expectancy; whereas, grades two and
three were one year and one and half years, respectively,
below the norm of expected performance in the area of arithmetic.
ht The Total Reading grade-placement reported for only the third
grade indicated that these third-grade pupils were two and
half years retarded in their reading accomplishment.
Only grade one for reading and arithmetic performance showed any
degree of accelerated and/or normal level or rate of school accomplish
ment! whereas, grades two and three showed retarded educational, achieve
ment in language, arithmetic, and reading. It is of interest to note
that the more intelligent second-graders indicated from a year to a
year and half of educational retardation on the variables of language
and arithmetic, with the reading performance not being reported in the
70
data.
Upper Grades.-- A summary of the data on the California Tests:
(a) Intelligence Quotients, (b) Total Language, (c) Total Arithmetic,
and (d) Total Reading as presented in Summary Table 23 indicates the
following significant factors worth of emphasis,
1. The Intelligence Quotient for grade four was 73.75s whereas,
the IQ was 83 and 82.33 for grades five and six, respectively,
which was approximately 10 IQ points above the index for
grade four. It would appear, therefore, that the fifth and
sixth grade pupils were at a substantially higher level of
mental development than were the fourth grade pupils in this
same school environment.
2. The Total Language grade-placements indicated an educational
retardation of 1.9, 1.9 and 2.1 grade-placement points for
grades four, five and sis, respectively, or a tested level of
achievement of two years below the norm of expectancy in
Language development.
3. The Total Arithmetic grade-placement of U.S for the fourth-
grade indicated an index of normal performancej whereas, the
grade-placements of Iu6 and 5.6 for grades five and six,
respectively, indicated that these fifth and sixth graders
were approximately one year educationally retarded in their
achievement in Arithmetic.
U. The Total Reading grade-placements of 3.0, U«6 and 5.1 for
grades four, five and sixth, respectively, would appear to
71
suggest an educational retardation of a year to a year and a
half in reading performance.
With the exception of grade four with an indicated normal develop
ment or accomplishment in Arithmetic, all of the other grade-placements
for grades four, five and six indicated an educational retardation of
from one year to better than two years on the variables of language,
arithmetic and reading. It is of interest to note that the more
intelligent (higher IQ) pupils did not achieve better than the less
intelligent fourth grade pupils*
An overall summary of the grade-placements of these elementary
school pupils would strongly suggest the interpretation that the degree
of educational retardation of a year to a year and half was persistent
from grade to grade and for each of the four variables measured.
CHAPTER III
SUMMARY AND CONCLUSIONS
Recapitulation of Theoritical grame-of-Reference.— The frame-of-
reference for this study on the intelligence and achievement levels of
elementary school pupils was a three-fold theoretical hypothesis* (a)
the increasing need for objective and quantitative guidance procedures
and services; (b) the use of standardized tests to determine measurable
levels of mental growth and development and school achievement; and
(c) the use of a comprehensive program of educational diagnosis to
determine the ability, interests, needs, and emotional behavior of the
learner.
Further, this was also based upon the assumptions that an optimum
educational program for either elementary school or high school learners
should be organized within the framework of the data derived through
the processes of educational diagnosis as the point-of-departure for
curricular programs and activities to which learners are to be exposed.
Further, still, it is the full use of educational diagnostic
techniques which makes possible and fruitful the guidance services in
the school as it seeks to place each pupil, according to his or her
potentialities, in a teaching-learning environment most conducive and
productive to optimum growth, development, and accomplishment.
The problem of this study evolved out of the recognition of and
the desire on the part of the writer and the school staff to do some
thing definite in planning curricular offerings and remedial programs
72
73
designed to upgrade the instructional proficiency and learning per
formance in the Sale City Elementary School, Sale City, Georgia.
The hoped for value(s) of this study lies in the extent to which
its findings can be used to emphasize the valid and sound use of a
testing program to assess pupil potentials, to plan programs, and to
improve teaching efficiency and effectiveness.
The problem involved in this study was to determine and interpret
the intelligence and achievement levels of the primary and upper-grade
elementary school pupils, with a view towards determining ways of
upgrading the total elementary school program in the Sale City School,
Sale City, Georgia.
The main purposes of this study were:
1. To determine the measures of central tendency and variability
on the variables of intelligence, language, arithmetic, and
reading for (a) primary grade and (b) upper-grade elementary
school pupils in the Sale City Elementary School, Sale City,
Georgia, 1961-1962,
2. To determine the levels of intelligence and achievement per
formance, reference to obtained grade-placement indicaes, of
primary and upper-grade pupils in the Sale City Elementary
School, Sale City, Georgia, 1961-1962,
3. To determine the implications, if any, for educational theory
and practice as may be derived from the interpretation of
the data.
For the purposes of clarity certain terms used throughout the study
7k
are defined below:
1. "Intelligence," in this study, refers to the capacity to
judge well, to reason well, and to compare well the level
of mental maturity as measured by the California Test of
Mental Maturity.1
2* "Achievement," in this study, refers to those qualities as
measured by those standardized tests described as materials
of this study.2
Locale and Research-Design of Study.— The significant aspects
of the Locale and Research-Design of this research are indicated below:
1. Locale and Period - This study was conducted during the1961-1962 school year at the Sale ity Elementary School, Sale
City, Georgia. The school has an enrollment of 111; pupils in
grades 1 through 6j and a staff of four teachers. The schoolplant is a modern brick structure. The economy of Sale City
and its adjacent environment is based on the raising of
vegetables, poultry, tobacco, beef cattle; and the pecan
industry and pine forestry.
2. Research Method - The Descriptive-Survey Method of research,
employing the techniques of testing and statistical analysis,
was used to collect the data required to fulfill the purposes
of this study.
3. Subjects - The subjects used in this study were 5>0 (33 boys
and 17 girls) in grades 1-3S and 50 (22 boys and 28 girls) ingrades E-6. The subjects ranged in age from 6 years and fourmonths to 13 years and three months.
U. Instruments - The instruments used in this research were: (a)
the California Short-Form Test of Mental Maturity1 and (b) theCalifornia Achievement Test.2
5. Criterion of Reliability - The criteria of reliability for
the statistics basic to the analysis and interpretation of
the data were: (a) grade-placement index, (b) per cent of_.
E. T. Sullivan, Willia ¥. Clark, and Srnest ¥. Tiegs, California
Test of Mental Maturity, California Test Bureau, Los Angeles, 1957.
2
Ernest Tiegs and Willis W. Clarkj California Achievement Test,
California Test Bureau, Los Angeles, 1957.
75
deviation from, the "norm" of achievement, and (c) theintelligence quotient.
6. Procedure - The following operational steps were pursued foraccomplishing the purposes of this research:
a* Permission to conduct this research was secured from
the proper school authorities.
b. The related literature pertinent to this study was
reviewed, summarized, and presented in the thesis copy.
c. The permission to use the recorded materials of the
elementary school was secured from the proper officials.
d. The test results and grades described as materials in
this study were obtained from "toe Sale City Elementary School.
e. The pupils were observed in their daily activities.
f• The data were assembled in appropriate tables and analyzed
and interpreted as required to fulfill the purposes of
the research.
g. The surveys and examinations of pupils1 official records
were made.
h. The findings, conclusions, implications, and recommendations
were formulated for inclusion in the final thesis copy.
The remaining sections of this research report will be presented,
in turn, in this order: Summary of Related Literature, Summary of
Basic Findings, Conclusions, Implications, and Recommendations,
Summary of Related Literature.— A summary of the Survey of the
Related Literature which was done in connection with the conduct of
this study is presented below in the series of separate generalizations
and/or characterizations of the overall findings pertinent to the
theories, principles, and research having to do with the problems of
this research.
1. The factor of intelligence has been defined in many different
76
ways according to:
(a) The traits involved(b) The nature of the process(c) The areas of performance(d) The resultant manifestations
2* There are, however, several generally accepted characteri
zations of intelligence which crystallize out of the many
and varied definitions, such as:
(a) Intelligence is the ability to meet "novel" situations(b) Intelligence is the innate ability to perform in
situations requiring mental perception or motor manipu
lation or social adjustment and skill*
(c) Intelligence is the innate ability to acquire knowledgeand to perform school tasks.
(d) Intelligence as a trait is found to be distributedaccording to the normal curve of probability throughout
the general population.
3, In general, the research findings indicate that intelligence
is the most critical factor in the school achievement of
children and youth.
U. In order to obtain a valid identification of the abilities,
interests and needs of children and youth some type of
educational diagnosis ~ testing ~ should be and must be used
by school people.
£. Achievement levels tend to be higher for pupils from urban
schools than are the levels for those from rural schools,
6. There is in general a direct relationship between intelligence
and school achievement of children and youth*
7* Achievement Tests have several distinct uses, such as:
(a) Assignment of pupil's school-marks(b) Comparison of school classes or class-groups ("grouping")(c) Comparison of school systems
77
8. The problem and effectiveness of "grouping" for instructional
purposes lay in the degree of homogeneity in the intellectual
capacity and level of prior achievement of the pupils to be
taught.
9, Success in school accomplishment is based — after full
weight is given to mental maturity ~ upon the acquisition
of the specific fundamental skills of reading, writing,
arithmetic, and vocabulary competence.
10. The "cultural background" of the learners tend to have
significant effects upon the overall development of school
children*
11, fhe mentally well-endowed and/or "gifted" student tends to
enjoy a greater degree of academic success and school progress
than those students less favored by native intelligence.
Summary of the Basic Findings.— The summary of the basic findings
of this research dealing with the measures (indices) of scholastic
aptitude and school achievement of elementary school pupils enrolled
in grades one through six at the Sale City Elementary School, Sale
City, Georgia, l?6l-1962, are presented below under appropriate data-
captions. The quantitative measures or indices on the variables of
intelligence, language, arithmetic, and reading have been derived from
the series of basic Tables 1 through 22; and will be the referrent for
the respective summaries which follow below.
Slrst-Grade Testing Program
Tables 1-3
California Test of Mental Maturity (IQ) Table 1
78
On the variable of Intelligence Quotients the measures
obtained were: The range of scores was 50 to 90 IQ, with
a mean of 61,33, a standard deviation of 15.11, and a
standard error of the mean of li,25, to indicate a mental
development index approximately 39 IQ points below the
accepted norm of potential intelligence*
California Achievement Test (Total Language) Table 2
On the variable of Total Language the measures obtained
were: The range of scores was 1 to 18, with a mean of
5»6, a standard deviation of 5*36, and a standard error of
the mean of 5.36 which indicated a grade-placement index of
2.1 or six -tenths of a year of educational acceleration
in Language development. The range of grade-placement was
1*0 to 3.6, with 62,50 per cent below the norm of
expectancy of 1,5 grade-placement,
California Achievement Test (Total Arithmetic) Table 3
On the variable of Total Arithmetic the measures obtained
were: The range of scores was 8 to h9$ with a mean of 19.86,
a standard deviation of 12.1*7, and a standard error of the
mean of 5.08 which indicated a grade-placement index of 1.55
or a normal level of accomplishment in arithmetic,
Second-Grade Testing Program
Tables U-6
California Test of Mental Maturity (IQ) Table h
On the variable of Intelligence Quotients the measures
obtained were: the range of scores was 1*8 to 117 IQ* with a
79
mean of 70.02, a standard deviation of 15.35, and a standard
error of the mean of 3.2, to indicate a mental development
index of 20 IQ points below the accepted norm of potential
intelligence.
California Achievement Test (Total Language) Table 5
On the variable of Total Language the measures obtained were:
The range of scores was 1 to 28, with a mean of 11.8U, a
standard deviation of 7.38, and a standard error of the mean
of 1.57 which indicated a grade-placement index of 1.5 or a
full year of educational retardation in language development.
The range of grade-placement was 1.2 to 2.6, with 91.33 per
cent below the norm of expectancy of 2.5 grade-placement.
California Achievement Test (Total Arithmetic) Table 6
On the variable of Total Arithmetic the measures obtained
were: The range of scores was 2 to h3y with a mean of 16.83,
a standard deviation of 10.98, and a standard error of the
mean of 2.3U which indicated a grade-placement index of l.k
or better than a full year of retardation in arithmetic
development and understanding. The range of grade-placements
was 1.1 to 2.2, with approximately 93 per cent scoring below
the norm of expectancy of 2.5 grade-placement.
Third-Grade Testing Program
Tables 7-10
California Test of Mental Maturity (IQ) Table 7
On the variable of Intelligence Quotients the measures obtained
80
were: The range of scores was kl to 88 IQ, with a mean of
61.5, a standard deviation of 11.78, a standard error of
the mean of 3*26, to indicate a mental development index
approximately 39 IQ points below the accepted norm of
potential intelligence,
California Achievement Test (Total Language) Table 8
On the variable of Total Language the measures obtained
were: the range of scores was 5 to 26, with a mean of 1U.12,
a standard deviation of 6.60, and a standard error of the
mean of 1.9 which indicated a grade-placement index of 1.9
or one and two-thirds years retardation in language develop
ment and competence. The range of grade-placements was 1.3
to 2.5, with all of the pupils having earned scores below the
norm of expectancy of a 3«f> grade-placement index.
California Achievement Test (Total Arithmetic) Table 9
On the variable of Total Arithmetic the measures obtained were:
The range of scores was 1 to 150, with a mean of 70,5, a
standard deviation of hk,5» and a standard error of the mean
of 13.U which indicated a grade-placement index of 2.1 or
approximately one and a half years of educational retardation
in arithmetic understanding and skills. The range of grade-
placements was 1.2 to 3.1, with all of the pupils having
earned scores below the norm of expectancy of 3.5 grade-
placement and only two of them scoring at the beginning of the
third-grade level of expectancy*
81
California Achievement Test (Total Reading) Table 10
On the variable of Total Reading the measures obtained were:
The range of scores was 11 to 52, with a mean of 33.81, a
standard deviation of 11.01, and a standard error of the mean
of 3*5 which indicated a grade-placement index of 2.5 or a
full year of educational retardation in vocabulary level and
reading comprehension. The range of grade-placements was
1.6 to 2.7, with all of the pupils having earned scores a
half-year to one and half year below the norm of expectancy
of a grade-placement index of 3.5.
*ourth-Grade Testing ProgramTables 11-lU
California Test of Mental Maturity (Intelligence Quotient) Table 11
On the variable of Intelligence Quotients the measures obtained
were: The range of the scores was 53 to 117 IQ, with a mean
of 73.75, a standard deviation of 16.10, and a standard error
of the mean of 3.23, to indicate a Rental development index
approximately 26 IQ points below the accepted norm of potential
intelligence.
California Achievement Test (Total Language) Table 12
On the variable of Total Language the measures obtained were:
The range of scores was 1 to 32, with a mean of 15.61, a
standard deviation of 7.9, and a standard error of the mean
of 1.09 which indicated a grade-placement index of 2.6 or
two and two-thirds years of educational retardation in
language development and competence. The range of the grade-
82
placements was 1.8 to 3*1 which indicated that all of the
pupils were two-thirds to one and a half years below the
norm of expectancy of a grade-placement of h»$ index of
achievement.
California Achievement Test (Total Arithmetic) Table 13
On the variable of Total Arithmetic the measures obtained
were: The range of scores was 1 to U4O, with a mean of
63,93, a standard deviation of 38.70, and a standard error
of the mean of 9.15 which indicated a grade-placement index
of U.f> or the achievement of a normal level of development
in competence in arithmetic. The range of grade-placements
was 2.3 to 8.0, with £7.97 per cent of the pupils having
earned scores above the U.5 grade-placement norm of expectancy
of realized competence in arithmetic performance.
California Achievement Test (Total Reading) Table 3JU
On the variable of Total Reading the measures obtained were:
The range of scores was 5 to $2, with a mean of 26.U7, a
standard deviation of 11.31, and a standard error of the mean
of 2.7 which indicated a grade-placement index of 3.0 or one
and a half years of retardation in the development of skills
of vocabulary use and reading comprehension. The range of
grade-placements was 1.9 to U.5, with 79.U3 per cent of the
pupils having earned scores below the U.5 grade-placement
norm of expectancy of achievement in the total area of reading
competence.
83
Fifth-Grade Testing Program
Tables 15-18
California Test of Mental Maturity (IQ) Table 15
On the variable of Intelligence Quotients the measures
obtained were: The range of scores was 58 to 117 IQ, with
a mean of 83* a standard deviation of 10.15, and a standard
error of the mean of 2.5, to indicate a mental development
index of 7 IQ points below the accepted norm of potential
intelligence.
California Achievement Test (Total Language) Table 16
On the variable of Total Language the measures obtained were:
The range of scores was 13 to 72, with a mean of 39.33, a
standard deviation of 13.85, and a standard error of the
mean of 3.7 which indicated a grade-placement index of 3.6
or approximately two years of educational retardation in
language development and competence. The range of grade-
placements was 2.6 to 5.7 which indicated that the overall
retardation ranged from one to two years below the norm of
expectancy of a grade-placement of 5.5»
California Achievement Test (Total Arithmetic) Table 17
On the variable of Total Arithmetic the measures obtained
were: The range of scores was 83 to 177, with a mean of 126,
a standard deviation of 23.5, and a standard error of the
mean of 6.28 which indicated a grade-placement index of U.6
or approximately a year of retardation in the development of
8U
competence in arithmetic. The range of grade-placements was
2,3 to 6.3> with 13.32 per cent scoring above and at the norm,
respectively, and the remainder of the pupils scoring at the
second, third, and fourth grade levels. Better than 73 per
cent were below the norm of expectancy in arithmetic performance.
California Achievement Test (Total Reading) Table 18
On the variable of Total Reading the measures obtained were:
The range of scores was 28 to 87, with a mean of 51.33, a
standard deviation of lk.55, and a standard error of the mean
of 3.88 which indicated a grade-placement index of U,6 or
approximately a year of retardation in the development of
skills of vocabulary use and reading comprehension. The range
of grade-placement was 1.9 to 6.6 with 33 P©r cent scoring
either at or above the norm and 67 per cent scoring below
the norm of expedtancy of a grade-placement of 5,5 in reading
accomplishment for these fifth-grade pupils.
Sixth-Grade Testing Program
Tables 19-22
California Test of Mental Maturity (IQ) Table 19
On the variable of Intelligence Quotients the measures obtained
were: The range of scores was 53 to 107 IQ, with a mean of
82,33, a standard deviation of 15.W, and a standard error of
the mean of lull, to indicate a mental development index of
8 IQ points below the accepted norm of potential intelligence,
California Achievement Test (Total Language) Table 20
On the variable of Total Language the measures obtained were:
The range of scores was 13 to 77, with a mean of 39.65, a
85
standard deviation of 18.76, and a standard error of the
mean of 5.2 which indicated a grade-placement index of
or definitely two years of educational retardation in
language development and competence. The range of grade-
placements was 2.8 to 6.5 which indicated that the overall
retardation ranged from a half year to three and two-third
years below the norm of expectancy in achievement in
Language. Approximately, 86 (85.72) per cent of these sixth
graders were seriously retarded in their development of
language competences.
California Achievement Test (Total Arithmetic) Table 21
On the variable of Total Arithmetic the measures obtained
were: The range of scores was 71 to 190, with a mean of 138.07,
a standard deviation of 33.30, and a standard error of the
mean of 9.22 which indicated a grade-placement index of 5.6 or
approximately a year of retardation in the development of
competence in arithmetic. The range of grade-placements was
3.1 to 7.7, with 21»U2 per cent above the norm, 1U.28
approximately at the norm, and 61^.26 per cent definitely below
the norm within the 5th, Uth, and 3rd grade norms of expectancy
in arithmetic achievement.
California Achievement Test (Total Reading) Table 22
On the variable of Total Reading the measures obtained were:
The range of scores was 33 to 92, with a mean of 61.80, a
standard deviation of 19.35, and a standard error of the mean
86
of 5*36^ which indicated a grade-placement index of 5*1 or
approximately a full year of retardation in the development
of skills of vocabulary and reading comprehension. The range
of grade-placements was 3«U to 6.6, which indicate a retarda
tion which ranged from a half to three years of retardation
or below the norm of expectancy of a grade-placement of 6.5
in vocabulary skills and reading comprehension for these sixth-
grade pupils.
Summary of Statistical DataGrades 1 through 6
Table 23
The summary of the quantitative measures or indices on the
variables of intelligence, language, arithmetic, and reading
as portrayed in Tables 1 through 225 and has been the
referrent for the respective summaries which have been
presented in the separate paragraphs above.
Conclusions.— The analysis and interpretation of the data warrant
the conclusions to follow*
1. The pupils in the primary grades one through five manifested
a measured intelligence markedly below the accepted range of
normal intelligence or mental growth and development.
Specifically:
(a) The measured intelligence of the first and second grade
pupils indicated that they were experiencing a level of
retarded mental growth and development as indicated by
IQ's of 61.33 and 61.50 for first graders and third
graders, respectively.
87
(b) The intelligence of the second grade pupils showed anIQ of 70.02 which indicated a retarded mental growth
and development "potential" although less so than that
of the first and third grade pupils.
2. The pupils in the primary grades one through three showed
measured school accomplishment indices of educational retar
dation which ranged from one year to one and two-thirds years
on the variables of (a) Total Language, (b) Total Arithmetic;
and (c) Total Reading which was reported only for grade three.
Contra-wise, the first graders indicated a scholastic achieve
ment slightly above the norm of expectancy on the variables
of Total Language and Total Arithmetic.
(a) The first grade pupils were experiencing normal educa
tional progress or achievement on the variables of
Language and Arithmetic.
(b) The second and third grade pupils were experiencing
retarded educational achievement on the variables of
Language and Arithmetic, with the third grade pupils
retarded in Reading performance which was reported
only for this grade.
3. The pupils in the upper grades four through six manifested
a measured intelligence below the accepted range of normal
intelligence or mental growth and development. Specificallys
(a) The IQ's of 73.75, 83 and 82.33 for the fourth, fifth,and sixth grades, respectively, indicated that the
mental development of these upper elementary school
pupils was slightly below the index-range of normal
intelligence.
U. The pupils in the upper grades four through six showed a
measured school achievement index which ranged from one year
to two years (plus) of retarded educational accomplishment
on each of the three variables: (a) Total Language, (b) Total
Arithmetic, and (c) Total Reading, except for the fourth
graders who were at normal progress on the variable of Total
Arithmetic as indicated by a grade-placement index of U.5 to
show neither retardation nor acceleration in performance.
J>. The variables of Language appeared to be giving these
elementary school children the greatest difficulty; for
the educational retardation was greatest on this variable
as indicated by the negative grade-placements which ranged
from one year to better than two years, with five of them
ranging from 1.6 to 2.1.
6. With reference to the IQ's (mental indices), the less intelli
gent pupils appeared to be better school-achievers than did
the pupils of higher IQ indices.
Implications,— The findings and conclusions would appear to
warrant the following implications:
1. The educational retardation of these elementary school pupils
in grades one through six may be thought to be in some degree
a function of their observed mental restrictions; for the
educational retardation was general throughout the indicated
range of IQ's.
2. The school environment and educational experiences for these
pupils were not as conducive to educational progress and
accomplishment as might be hoped for and/or expected; for
the varied levels of educational retardation began to be
89
apparent after the first year in school.
3. At the lowered range of IQ's observed in this study, it would
appear that the difference of approximately 10 IQ points did
not appreciably affect the relative accomplishment-ratio
between higher and lower IQ pupils.
k» The normal language developmental level in Grade 1 and the
gradual retrogression in other grades reflects a current
trend noted among many groups that are culturally deprived.
f>« There is need for overcoming the limitations of this study
and correlating mental-ability and the respective achievement
levels in order that clear recommendations can be made as to
developmental, corrective and/or remedial programs that may
be needed.
6. The total school group reveals a general need for language
enrichment.
7. There is the possibility that the limitations in general
community life were reflected in the progressive retardation
throughout the grades represented.
Recommendations.— The findings, conclusions, and implications
derived from the analysis and interpretation of the data would appear
to justify the recommendations to follow:
1. The test - intelligence levels (IQ's) of these
elementary school pupils in grades one through six indicated
that the fullest emphasis should be placed upon the selection
90
and use of curricular materials appropriate to the nature of
their difficulties.
2. The range of educational retardation of these pupils in grades
one through six indicates the need for a remedial program
paralleled to the instructional program at the respective grade
levels and within the respective subject-matter areas*
3. The inauguration of an educational guidance program (pro
fessional and homeroom-centered) designed to place and main
tain these elementary school pupils in the most beneficial
academic environment throughdut these earlier school years is
indicated as deserving thorough and immediate attention.
h» The placement and maintenance of fullest emphasis upon the
development of language skills, language competence, and
desirable and effective language habits on the part of these
pupils in the Sale City Elementary School, Sale City, Georgia,
are strongly recommended,
5. The inauguration of a comprehensive and effective testing
program design to identify valid levels of mental potentiality
and scholastic attainments of the pupils in the respective
grades of this school should be the basis for corrective and
remedial procedures.
6. The inauguration of an in-service education program designed to
provide fruitful approaches to the implementation of these
recommendations should be a part of current efforts to raise the
educational levels of the primary and upper elementary grade
pupils of Sale City Elementary School.
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Unpublished Materials
Arrastrond, Malsenia. "Comparative Study to Determine the Relation of
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of Third Grade Pupils, I960." Unpublished Master's thesis,
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McWhorter, Jessie Hampton. "An Analytical Study of the Academic
Achievement of Pupils in the Upper Grades of the East Athens
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Neal, Naomi Adger. "A Comparative Study of the Relationship of
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VITA
Ward, Bertha L. Wright
Education: B. S. Elementary Education, Albany State College,
Albany, Georgia, 1?W3.
Experience: Teacher and/or Principal, elementary schoolsduring the immediate past twelve years and
current3y serving as principal.
Personal Information:
Married - with a devoted husband who is a pecan
tree horticulturist (budding and grafting expert)-one son who is married. Member of Bethel A, M. E.
Church, Albany, Georgia and a member of the
Stewardess Board Number Two and Choir Number On®.Also, a member of the Mitchell County Teachers
Association, Georgia Teachers and Education
Association, American Teachers Association and
National Education Association.
9k
APPENDIX