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8-1-1962

Social factors involved in the achievement of thirdgrade pupils at the Edwin Posey JohnsonElementary School, Atlanta, Georgia, 1961-1962Anna Reese SmallAtlanta University

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Recommended CitationSmall, Anna Reese, "Social factors involved in the achievement of third grade pupils at the Edwin Posey Johnson Elementary School,Atlanta, Georgia, 1961-1962" (1962). ETD Collection for AUC Robert W. Woodruff Library. Paper 2374.

SOCIAL FACTORS INVOLVED IN THE ACHIEVEMENT

OF THIRD GRADE FOFILS AT THE EDWIN FOSEI

JOHNSON ELEMENTARY SCHOOL, ATLANTA,

GEORGIA, 1961-1962

A THESIS

SUBMITTED TO THE FACULTY OF THE SCHOOL OF EDUCATION,

ATLANTA UNIVERSITY, HI PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS

BY

ANNA REESE SMALL

SCHOOL OF EDUCATION

ATLANTA UNIVERSITY

ATLANTA, GEORGIA

AUGUST, 1962

x a*

DEDICATION

To my husband,

William A. Small,

and

Claudine Mannings

fear

the encouragement and understanding

they gave me,

and which I needed

to perform this eventful task.

A. R. S.

ACKNOWLEDGEMENTS

The preparation and completion of this study would have been

impossible without the invaluable assistance of many people*

A special thanks to my advisor and co-^advisor, Dr. H. M. Bond

and Br* Iaurence E* Boyd, for their patient and painstaking direction

of details connected with the conduct of this study* However, without

the direct help, counsel and guidance of Cr* Iaurence E* Boyd, little,

if any, of this accomplishment would have been realized* The writer

also wishes to express gratitude and appreciation to the Third Grade

pupils involved in this research*

It is the sincere hope of the writer that this work will be

valuable and useful to future aspirants and as reference for educators*

A* R. S.

TABLE OF CONTENTS

Page

DEDICATION ii

ACKNWLEDGEMMTS iii

LIST OF TABLES viii

Chapter

I. INTRODUCTION 1

Rationale 2

Evolution of the Problem 3

Contribution to Educational Knowledge. ... kStatement of the Problem hScope and Limitation of the Problem kPurpose of the Study $

Definition of Terms 6Period of the Study 6The Locale of the Study 7

Method of Research 8

Description of Instruments. • 8

Criterion of Reliability 10

Procedure. 10

Collection of Data* • 11

Survey of Related Literature. 22

II. PRESENTATION AND INTERPRETATION OF DATA 23

Organization and Treatment of Data 23

Introduction. 23

Criterion of Reliability 2kAnalysis of the Social Factors Data. ... 2i|

Marital Status;

Urban Pupils 2kRural Pupils 2k

Place of Birth of Parentss

Urban Pupils 2$

Rural Pupils 2$

Occupational Status of the Mothers. . 26Urban Pupils 26

Rural Pupils 26

Occupational Status of the Fathers:

Urban Pupils 27

Rural Pupils 27

iv

TABLE OF COWTEMTS-Conttoued

Chapter Page

Number of Classrooms in the School(Fathers)Urban Pupils 28

Rural Pupils 29

Humber of Classrooms in the School(Mothers)Urban.Pupils 30

Rural Pupils 31

Number of Teachers in the School(Mothers).

Urban Pupils 32

Rural Pupils 32

Number of Teachers in the School(Fathers)

Urban Pupils 33

Rural Pupils 33

Number of Grades Attended by the Fathers

Urban Pupils 33

Rural Pupils 3k

Number of Grades Attended by the Mothers. . .

Urban Pupils . 35

Rural Pupils. 36

Analysis of Data. 37

Chronological Ages

Urban Pupils. 37

Rural Pupils 37

Comparative Data and nt" Ratio on

Chronological Ages. 36

Analysis of the Achievement Data 39

Stanford Achievement Test(Word Meaning)Urban Pupils. kO

Rural Pupils. UO

Comparative Data and Ht" Ratio on the Initial

Test (Word Meaning) UOStanford Achievement Test(ParagraphAchievement) UZ

Urban Pupils Uk

Rural Pupils • kk

Comparative Data and "t" Ratio on the

Achievement Test(Paragraph Achievement). . k$

Stanford Achievement Test(Average Reading) k$Urban Pupils U6

Rural Pupils. 1*6

Comparative Data and uttt Ratio on the

Achievement Test (Average Reading). ... lj.6

Stanford Achievement Test(SpellingAchievement) 1$

Urban Pupils k9

Rural Pupils. k9

Comparative Data and "t" Ratio on the Initial

Achievement Test(Spelling). l&

Stanford Achievement Test(Arithmetie

Reasoning) 52

vi

TABLE OF CQNTENTS-Continued

Chapter

Urban Pupils • 52Rural Pupils 52

Comparative Data and tttn Ratio on

(Arithmetic Reasoning) 52Stanford Achievement Test(Arithmetic

Computation)Urban Pupils 55Rural Pupils 55

Comparative Data and Mt" Ratio on

(Arithmetic Computation) 56Stanford Achievement Test(Average

Arithmetic)Urban 57Rural Pupils 57

Comparative Data and "t" Ratio on

(Average Arithmetic) 58Stanford Achievement Test(Battery Median

Performance) 6lUrban Pupils 61Rural Pupils 6l

Comparative Data and "tlt Ratio on (BatteryMedian Performance) 63

Interpretative Summaries 61*Resume of Findings* 6U

Introductory Statement 6UInterpretative Summary 65

Introductory Statement. 65Interpretative Summary:

Chronological Ages 65Reading •• 65Spelling 67Arithmetic 67Battery Median 67Socio-Economie Data • 69

III. SUMMARY AND CONCLUSIONS 71

Introduction* 71

Rationale 72Evolution of the Problem 73

Contribution to Educational Knowledge. .. 7UStatement of the Problem. 7UScope and Limitation of the Problem* . •• 7h

vii

TABLE OF CONTENTS-Continued

Chapter page

Purpose of the Study 7J>Definition of Terms 76Recapitulation of Research-Design 76

Locale of the Study 76Period of the Study. 76Method of Research 76Description of Subjects 76Description of Instruments • 77

Criterion of Reliability 78Procedure. • • 73

Summary of Related Literature 19

Summary of Basic Findings 80

Conclusions • 81;Implications 85Recommendations. 86

BIBLIOGRAPHY 88

VITA 90

viii

LIST OF TABLES

Table

1. Distribution of Responses to the Marital Status of

Parents of Urban and Rural Sixty Third Grade

Pupils at the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 19&W1962 2$

2. Distribution of the Responses on the Place of Birth

as Dedicated by the Parents of the Urban and

Rural Sixty Third Grade Pupils at the Edwin

Posey Johnson Elementary School, Atlanta, Georgia,

1961-1962 26

3« Distribution of the Occupational Status of the Mothers

of the Sixty Third Grade Pupils of Edwin Posey

Johnson Elementary School, Atlanta, Georgia,

1961-1962 28

U* Distribution of the Occupational Status of the Fathers

of the Sixty Third Grade Pupils of Edwin Posey

Johnson Elementary School, Atlanta, Georgia,

1961-1962 29

5. Distribution of the Responses to the Number of Roomsin the Schools Attended by the Fathers of the

Sixty Third Grade Pupils of the Edwin Posey

Johnson Elementary School, Atlanta, Georgia,

1961-1962 30

6. Distribution of the Responses to the Number of Roomsin the Schools Attended by the Mothers of the

Sixty Third Grade Pupils of the Edwin PoseyJohnson Elementary School, Atlanta, Georgia,

1961-1962 31

7. Distribution of the Responses to the Number of Teachersin the Schools Attended by the Mothers of the

Sixty Third Grade Pupils an the Edwin Posey

Johnson Elementary School, Atlanta, Georgia,

1961-1962 32

8. Distribution of the Responses to the Number of Teachers

in the Schools Attended by the Fathers of the

Sixty Third Grade Pupils in the Edwin Posey

Johnson Elementary School, Atlanta, Georgia,

1961-1962 3k

ix

LIST OF TABLES-Oontinaed

Table

9» Distribution of the Responses to the Number of Grades

in the College, High School and Elementary

Attended by the Fathers of the Sixty Third Grade

Pupils of the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962 35

10. Distribution of the Responses to the Number of Grades

in the College, High School and Elementary

Attended by the Mothers of the Sixty Third Grade

Pupils of the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962 36

II* Distribution of Chronological Ages as Obtained by the

Thirty Urban and Thirty Rural Pupils Enrolled

in the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 38

12. Significant Differences on the Chronological Ages of

the Thirty Urban and Thirty Rural Pupils Enrolled

in the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 39

13* Distribution of the Raw Scores on the Stanford Achievement

Test (Word Meaning) Primary Form J, as Obtained by

the Urban and Rural Pupils of the Sixty Third Grade

Pupils at the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 Ul

Hi. Significant Differences on the Stanford Achievement Test

(Word Meaning) Form Primary J, for tfie Urban andRural Pupils of Sixty Third Grade Pupils Enrolled

in the Edwin Fosey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 U2

15* Distribution of Raw Scores on the Stanford AchievementTest (Paragraph Reading)Form Primary J, as Obtainedby the Urban and Rural Third Grade Pupils Entolled

at the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 U3

16, Significant Differences on the Stanford AchievementTest(Paragraph Reading) Form Primary J, asObtained by the Urban and Rural Third Grade Pupils

in the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 1^

LE3T OF TABLES-Continued

Table

17. Distribution of the Raw Scores on the Stanford

Achievement Test(Average Reading) Form

Primary J, as Obtained by the Urban and Rural

Pupils of the Sixty Third Grade Pupils in the

Edwin Posey Johnson Elementary School, Atlanta,

Georgia, 1961-1962 1*7

18. Significant Differences on the Stanford Achievement

Test (Average Reading) Form Primary J, as Obtainedby Urban and Rural Pupils of the Sixty Third Grade

Pupils at the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962 1*8

11■«!$• Distribution of the Raw Scores on the Stanford

Achievement Test (Spelling) Form Primary J, asObtained by the Sixty Third Grade Pupils at the

Edwin Fosey Johnson Elementary School, Atlanta,

Georgia, 1961-1962 $0

20. Significant Differences on the Stanford Achievement

Test(Spelling) Form Primary J, as Obtained by theSixty Third Grade Pupils in the Edwin Posey

Johnson Elementary School, Atlanta, Georgia,

1961-1962 51

21. Distribution of the Raw Scores on the Stanford

Achievement Test(Arithmetic Reasoning) as Obtainedby the Urban and Rural Pupils of the Sixty Third

Grade Pupils Enrolled at the Edwin Fosey Johnson

Elementary School, Atlanta, Georgia, 1961-1962. . . $3

22. Significant Difference on the Stanford Achievement Test

(Arithmetic Reasoning) Form Primary J, as Obtainedby the Urban and Rural Pupils of the Sixty Third

Grade Pupils at the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962 5U

23. Distribution of the Raw Scores on the Stanford Achievement

Test (Arithmetic Computation) Form Primary J, as Obtained by the Urban and Rural Pupils in the Third

Grade at the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962. ... $6

xi

LIST OF TABLES-Continued

Table

2k» Significant Difference on the Stanford AchievementTest(Arithjnetic Computation) Form Primary J,as Obtained by the Urban and Rural Sixty Third

Grade Pupils iji the Edwin Posey Johnson

Elementary School, Atlanta, Georgia, 1961-1962. . . 57

25. Distribution of Raw Scores on the Stanford Achievement

Test(Average Arithmetic) Form Primary J, as

Obtained by the Urban and Rural Pupils of the Third

Grade at the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 59

26. Significant Differences on the Stanford Achievement Test(Average Arithmetic) Form Primary J, as Obtainedby the Urban and Rural Sixty Third Grade Pupils

at the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 60

27* Distribution of the Raw Scores on the Stanford Achievement

Test (Battery Median) Form Primary J, as Obtained bythe Urban and Rural Sixty Third Grade Pupils at the

Edwin Posey Johnson Elementary School, Atlanta,

Georgia, 1961-1962 62

28, Significant Differences on the Stanford Achievement Test,(Battery Median) Form Primary J, as Obtained bythe Urban and Rural Sixty Third Grade Pupils Enrolled

at the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 63

29« Summary of Data Derived from Scores on the StanfordAchievement Test, Primary Battery J, and

Chronological Ages for the Sixty Third Grade Pupils

of the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, 1961-1962 66

30. Summary Data on Socio-Eeonomie Factors on the Parentsof the Sixty Third Grade Pupils in the Edwin Posey

Johnson Elementary School, Atlanta, Georgia,

1961-1962 68

GHAPTER I

Introduction.- -It is a truism that the school and the family

share responsibility for educating the child* Still there is great

variation from one school to the next in the degree to -nhieh a policy

of active cooperation between school and family is accepted and acted

upon. It is most evident that the achievement of the child is in

volved with certain social factors which are experienced by him.

Interestingly, enough, educators have varied concepts as to the im

portance of certain social factors involved in the achievement of

the child. In all probability, these concepts are based on the

actual knowledge of the pupils progress. While on the other hand,

the expressed views may be merely personal ideas. Often these

personal ideas tend to destroy rather than help to promote an effec

tive educational program.1

The investigator of this research believes that if serious con

sideration is given to the examination of certain pertinent factors

that are presently existing in the area of achievement as it relates

to some social factors, the role of the school in meeting the situation

would be better understood. If the educational policy makers and

classroom teachers would scientifically acquire an image of that role,

a more harmonious relationship would exist between the school and

Q. N. Blair, R. H. Jones, and R. H. Simpson, Educationalgsyeholofty(New *«** MacraiUan Book Company, 19510, p. £16.—~

2

community and ultimately would result in higher standards of achievement*

2h harmony with the belief expressed in this paragraph, this researcher

undertook in this study to ascertain the social influence upon the

achievement of a group of third grade pupils enrolled at the Edwin Fosey

Johnson Elementary School, Atlanta, Georgia* This report is an account

of the undertaking*

Rationale»» -What is the concept of social factors to a teacher?

What use can he make of it? Primarily, the concept of social factors

helps him to understand the purpose of the school* 3h any society, the

school exists far the purpose of inducting the young into the culture*

Only as its young takes on the customs, traditions, ideas and other

elements of the culture can society continue to exist* The education of

the young in the ways and beliefs of their elders is just as essential to

the maintenance of a society as is biological reproduction* For if each

generation had to begin anew to work out ways of satisfying its needs,

man's development could not rise much above the subhuman level* By the

process of passing on the cultural accumulation from one generation to

the next, man builds an increasingly rich environment for the nurture of

his offspring* Each generation then has a better opportunity than its

predecessor to advance itself to a higher level of social existence* The

task of the school is to assist in the process of passing on to the new

generation those cultural elements having the greatest promise of con

tributing to human advancement.1 ^^

Allison Davis, MSocio-Eeonomie Influence on learning,11 Phi DeltaKappan, XXXII-LVI, (January, 19*1), 55-56*

3

The teacher can educate only as he selects the appropriate

elements of the culture and uses them in such mays as to Influence the

development of the individual. Both materials and methods of instruction

are taken from the culture. The statements of facts, laws, theories,

and social, moral and aesthetic norms, together with all other elements

of school subject-matter are selected from the culture* Because there is

always a great reservoir of subject-matter not used in the school, the

teacher may be called upon at any moment to justify his choice among the

possible instructional materials.

Evolution of the Eroblem.—This problem evolved as a result of

the following observations and beliefs of this writer as well as the

desire on the part of this writer to satisfy a natural curiosity, and

more specifically, to seek authentic substantiation of those observations

and beliefss

1. The general achievement of the pupils is determined to a

great degree by certain social factors specifically derived

from family background.

2. Much of the laxity in the Parent-Teacher Association results

from school-parent and community indifference.

3. The importance of the relationship between home and school

is misconceived.

k» A knowledge of the achievement of pupils as it relates to

the parental educational accomplishments is essential in

Ibid. , p. 58.

k

promoting an effective, functional educational program*

This study has satisfied the stated assumptions and helped to

develop an awareness of values which may be derived from a study of this

nature*

Contribution to Educational Knowledge*- -This investigator feels

that this study has resulted in the following values to the writer that

have value also to other persons involved in teaching and administration

of the Edwin Posey Johnson Elementary School; and to other persons

involved in regularly circumstance schools*

1* Benders implications to the school administration for improving

the educational program.

2* Indicates significantly the achievement of the pupils of

Edwin Posey Johnson Elementary School as it is affected by

certain social factors involved*

3* Suggests avenues for promoting improved school-parentsommunity

relationships*

h» Enables educators to consider the results obtained in terms of

educational offerings, where such seem warranted and expedient,

and in terms of achievement maintained by the pupils*

Statement of the Problem*- -The problem involved in this study was

to determine the affect, if any, of certain social factors on the achieve

ment of third grade pupils enrolled in the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962*

Scope and Limitation of the Problem* - -This investigation was

limited to the extent that it concerns only the available social factors

5

involved and the achievement of sixty pupils enrolled ±n the third grade

of Edwin Posey Johnson Elementary School, with the expectation that th©

implications may he pertinent to the future progress of the instruction

by the classroom teacher and the Edwin Posey Johnson Elementary School*

The pupils were divided into two groups: pupils of urban areas and pupils

of rural areas* It was limited to the differences of these two groups

in three areas: reading, spelling, and arithmetic, as measured by the

Stanford Primary Test* 4s a result of these limitations no attempt was

made to identify the causative factors operative, if any, in reading and

spelling, nor to isolate the cause of inadequacies apparent in arithmetic*

Purpose of the Study.- -The major purpose of this research was to

ascertain, identify, and describe certain selective social factors and to

draw a comprehensive portrayal of the status and school achievement of

the thirty urban and thirty rural pupils enrolled in the Edwin Posey

Johnson Elementary School, Atlanta, Georgia* The specific purposes of

the study were:

1* To ascertain the chronological ages of the thirty urban and

thirty rural pupils*

2* To ascertain the educational status of the parents of the

thirty urban and thirty rural pupils of the third grade*

3* To determine the school achievement of the thirty rural and

thirty urban third grade pupils born and are ircm urban areas*

U* To determine the school achievement of the thirty rural and

thirty urban third grade pupils bom and are from rural areas.

5* To determine the size and kind of schools attended by the

parents*

6* To determine the difference, if any, between rural and urban

identified third grade pupils*

7, To determine the difference, if any, in school achievement of

pupils between urban and rural parents.

8. To formulate whatever implications, if any, for educational

theory and practice derived from the analysis and interpretation

of the data collected in this research*

Definition of Terms.- -For the purposes of this investigation, the

following terms are defined:

1* "Achievement1*, refers to the important skills, knowledge, and

understandings commonly accepted as desirable outcomes of the

major branches of the elementary curriculum*

2* "Social factors'1, refers to the influence upon the child's

store of skills, knowledge, and understandings of such social

factors as? parents formal education, social status as indi

cated by parents occupation, sophistication as shown by urban

or rural factors*

3* "Urban Pupil", refers to the thirty pupils who had parents of

urban birth and were themselves born in an urban area*

it* "Rural Pupil", refers to the thirty pupils who had parents of

rural birth and were themselves born in a rural area*

Period of the Study.- -This investigation was pursued during 1961-

1962 school year in Area V, Atlanta, Georgia with the subjects being the

7

third grade pupils and parents served by the Edwin Fosey Johnson Elemen

tary School.

The Locale of the Study,- -Edwin Fosey Johnson Elementary School

is a large three-story brick building with a combination cafeteria and

auditorium, and a small room used as a library resource room. However,

it is not large enough to provide all of the l£00 pupils with a full

school day* Approximately three-fourths of them are on swing-sessions

and do not get the benefit of a full school day until after they reach

the fourth grade* There are forty-seven teachers with one being released

for counseling services, and one released for art. There is also a full-

time librarian*

Metropolitan Atlanta thrives as the established capital of the

southeast in commerce, industry, transportation, communications, finance,

and education. Its strategic location, active people, and the great

agricultural and industrial wealth of the southeastern territory which

the area serves, caused the United States Department of Commerce, in its

Commercial Survey of the Southeast, to say: "Metropolitan Atlanta is

generally recognized as the principal head-quarters of the Southeastern

Region." Metropolitan Atlanta area includes all of five counties:

Fulton, DeKalb, Cobb, Clayton and Qwinnett. The area exclusive of Qwianett

County is 1,297.0 square miles. The approximate population of the five-

county area is reported to include a million inhabitants*

Metropolitan Atlanta is wen provided with a modern, local and

suburban transit system operated by the locally owned Atlanta Transit

8

System, Incorporated* The area has thirteen main railway lines of seven

major systems. There are fifteen major airplane routes terminating here;

six hundred twenty-two churches with membership of over 382,000 embracing

over 1)0 creeds and denominations* Atlanta Public Library system in 195°

included a main library and 16 branches, two "deposits" and two bookmobiles,

for a total of $21,839 volumes*

The total enrollment of the schools in Metropolitan Atlanta is over

201,660 pupils of which approximately U°*9$6 are Negro pupils*

Method of Research*- -The Descriptive-Survey Method of research,

incorporating the techniques of the questionnaire and testing,was used to

collect the data*

Description of Instruments*- -The research instruments used to gather

data for this research were as follows: A questionnaire specifically de

signed and validated under the supervision of competent workers in the area

of educational research and the Stanford Achievement Test (Primary Battery-

Farm)*

More specifically, this questionnaire was designed to get some

pertinent information about the parents of the pupils involved* Questions

on the sheet were as follows:

1* Where did you go to elementary school?

2* Name the state and county*

3* How big was the school? Make a check under the correct heading*

1 teacher - 2 teachers - 3 teachers - k teachers - $ teachers -

6 teachers or mare - *

k* Draw a circle around the last grade you reached before you

9

left school.

1-2-3-U-5-6-7-8-9-1Q-

11-12

•>• Bid you attend college? If so, circle the number of years*

1-2-3-U-5-6

6. What is your occupation?

7* Where were you born? City County »

The Stanford Achievement Test is the designation of a series of

comprehensive tests designed to measure the important skills, knowledge,

and understandings commonly accepted as desirable outcomes of the major

branches of the elementary curriculum* The tests are intended to provide

for teachers, supervisors, administrators, and others concerned with the

growth and development of elementary school children, dependable measures

of these outcomes, comparable from subject to subject and grade to grade,

for use in connection with the improvement of instruction, pupil guidance,

and evaluation of progress* The tests have been planned with a view

toward simplicity of administration, scoring, and interpretation, so

that they may be used effectively by persons with little or no formal

training in the use of standard tests*

The first edition of the Stanford Achievement Test, consisting

of Forms A and B, was issued in 1923* A thorough revision of this

original edition resulted in the publication in 1929 of a second edition,

known as New Stanford Achievement Test, Forms V, W, X, Y, and Z, This

edition was, in turn, superseded in 19U0 by entirely new forms D, E, F,

G, and H* The present edition of The Stanford Achievement Test, com-

10

prising Forms J, K, L, M, and U, is, therefore the fourth in the series

of Stanford Achievement Tests. These periodic revisions, each amounting

in effect to the production of an entirely new group of tests, have been

undertaken to insure that the content of the tests may be closely attuned

to what is actually being taught in schools,1

Criterion of Reliability.- -The criterion of reliability of the

statistical measures involved were* Fisher's "t" of 2.58, at the .01

per cent le¥@l of confidence for infinite degrees of freedom. The .01

per cent level of confidence was chosen in order that ninety-nine times

p

out of every one hundred the results would be accurate.

Procedure.- -The following procedural steps were used in developing

this research.

1. Permission to carry out the proposed study was obtained from

the proper authority.

2. The related literature pertinent to this research was reviewed,

analyzed and presented in the finished copy of the thesis.

3. A specifically designed questionnaire, validated under the

supervision of competent workers in the area of educational

research, together with a letter of explanation, were sent

to the subjects to ascertain the data required for this

research.

U. Testing readiness was developed within the participating

pupils through explanations and discussions.

"T. KoMaaan, Madden, Terman, and Hunch, Stanford Achievement Test,J (New Jerseys Personnel ftress, Incorporated, 1952).

2

,

2Henry E. Garrett, Statistics in Educational Psychology (Hew York:Longman, Green and Company, Incorporated, 1953), pp. 159-19^ 213-219.

11

$, The Stanford Achievement Tests (Primary Battery) were

administered to the subjects*

6, The data from the questionnaires and tests were tabulated,

graphed, analyzed, and interpreted, with the necessary

computations, analysis and interpretations and presented

under proper captions and appropriate tables to yield

answers to the statements involved in the purpose of the

study*

7* The basic data were statistically treated through such

measures ass the mean, median, standard deviation, standard

error of the mean, standard error of the difference between

the means, and Fisher's ntM*

8. The findings, conclusions, implications and recommendations

were formulated for inclusion in the thesis copy; and will

be presented in Chapter III*

Collection of Data*- -The data for this research were secured by

the administration of the Stanford Achievement Test, Form J, Primary

Battery to the sixty third grade pupils enrolled in Edwin Posey Johnson

Elementary School, Atlanta, Georgia, during the first semester of the

1961-1962 school year*

During the month of September, l?6l, the questionnaire concerning

the social factors was sent to the parents of all pupils in the third

grade* After selecting pupils born of urban and rural birth, the Stanford

Achievement Test, Form J, Primary Battery was administered* The scoring

was done during the months of November and December, l?6l. The assembly

12

of the data into the appropriate tables and computation of the necessary-

statistical measures consumed the greater portion of the other months.

The development of the research into proper thesis form, together

with the production of the Abstract, was the major task of the months

of May, June, and July, 196*2. During the second week in July, the final

copies of the Thesis and the Abstract were typed and mimeographed,

respectively, with the thesis copies and abstract accepted and approved

by the advisor as of July, 1962.

Survey of Related Literature.- - Most Americans are dimly aware that

some people are richer and some are poorer, bat it is less widely recognized

that along with these economic differences in the intellectual stimulation,

and Meals which the home transmits to children. Therefore, consideration

should be given to the relationship between the child's social class member

ship and his potentialities in school. Typical children from lower-class

differ so much from those of the middle-class that the two groups are, in

a sense, growing up in different cultures.

Sociologists have not settled on a universally-accepted description

of social classes in America, but there is no question that some people

are high in prestige and living standard, and others far down on both.

Accordingly, Warner and his associates have suggested that American com

munities can be described in terms of three basis "classes11, upper, middle,

and lower. Each of these he then divides in two parts, making six classes

in all. 35a some communities these groups are quite distinct, so much so

that members of an upper class have almost no contact with members of a

lower class. la other communities there is substantial mixture and it is

13

harder to peg a particular person in one hole or another* Bear in mind,

then, that the six categories are primarily a convenient -way of sum

marising research on communities,, which would be modified for many local

conditions.1

Accordingly, Norton and Kuhlen, pointing out that the striking

contrast among the class groups is their value systems, states

The upper class takes especial pride in family and traditionand are much less concerned with accomplishments or contributionto the community* The loner- class is economically insecure, andcorrespondiagay is dominated by the struggle for existence. Lower-class members are generally not integrated into activities thatrequire any amount of achievement* They do not seek distinctionas Individuals or as families. The middle classes are concernedwith acquiring wealth and property, and they are very much concernedwith morality.*

Ha complete agreement with these views, Davis makes these comments

concerning the middle-class group.

la the middle-class, it is important to improve one's self*Every middle-class parent who is financially able attempts toeducate Ms children beyond secondary school, at least to someextent, specialized study, talent achievement, and organizationsaround talent, such as music and study clubs, flourish on thissocial level • . • .J

Davis further states that the middle-class parents typically teach

industry and conformity*

Children who are born to members of the middle class aretaught to be concerned with the impression they are making and

"TT. Hoyd Warner and Paul S. Ismt, The Social life of a ModemCommunity (New Havens JsHm University Ifcess, 19lil), p* 203.

J* Morton and M. Kufalen, «Bvaluation," Encyclopedia of EducationalResearch (Hew Xorks The Columbia University Iress, 1951), p. l^o*. ™~

Allison Davis, Burleigh B* Gardner, and Mary R. Gardner, Deep South(Chicago* University of Chicago Iress, 19W, pp. 77-78.

Ik

to strive toward high standards. "Something terrible will

happen if you don't try hard in school* if you don't earn a

place for yourself, if you don't find a distinctive job, etc*11

Middle-class parents keep the pressure on* Some of them

criticize the child severely for not coming up to their stand

ards because they must make him ambitious and industrious*

Such a child feels threatened with loss of affection.1

Duvall states that middle-<:lass children are slightly better in

average intellectual achievement in school than lower-class children*

Maintaining a slightly higher average in achievement by

children of middle-class may be due to the advantages the

middle-class members have had, or it may reflect inborn

differences in mental ability* Whichever is the basic cause,

the differences are unimportant* The groups overlap greatly*

What is important is the fact that there are more bright

children in loner class families because the loner class has

more children* It is of great importance to stimulate andencourage these able boys and girls,2

According to Baldwin, a child's achievement in school is greatly

influenced by his environmental influences:

Many psychologists believe that the first sis years of a

person's life are the most important* The effects of the

physical conditions and the cultural pattern of the home on

the type of attitudes and the behavior vhieh are being developedin the child are emphatically emphasized* The language spoken

in the home, habitual activities of the family, and the relation

ships that exist among the members of the family; all these

represent some of the factors of influence by which he is sur

rounded. Ultimately, these influences will determine to a greatdegree, in all probability the achievement of the child.3

Concerning the effects upon the child of the culture in which

he is reared is discussed in general terms by Barker*

XIbid.

Evelyn Willis Duvall, "Conceptions of Parenthood," American

Journal of Sociology, £2 (October, 19h6), 193-203*

A* L. Baldwin, et al> Psychological Development in Childhood(New: larks The Dryden Kress, 195k), p*21.

Comparisons between relatively inferior cultures and

superior ones have yielded some interesting results* In

general, competition among children are cultural outgrowths*

Every child matures in an environment that is peculiar to

itself* The effect of all the elements of this environment

that gradually stimulates the development of the organism

into a social person can be called the individual's socialheritage* Shis socializing process sometimes is referredto as acculturation*1

The functions of biological inheritance indicate some pertinent

highlights needed for the evaluation of environmental influences upon

expected achievement, as stated by Benedict*

Many music lovers still insist that the voice of Carusoha® never been equalled* Whence came his unique vocal powers?

Psychological study is attempting to find adequate answers toquestions such as this* The results of such intensive study

can be of inestimable value to parents and teachers in helpingyoung people develop to achievable limit, whatever potentialitiesthey may possess* As greater understanding of an individual'spotential is gained, ire are enabled better to evaluate thepotency of environmental influences*2

GesseU states that there are many and varied mays in v^hich the

child can become the innocent victim of undesirable, harm-inducing models:

Patterns of behavior in the home become the patterns of

behavior of the child* As a result of undesirable home attitudesand behavior, title child may learn to be dishonest, to cheat, touse vulgar language, to have no appreciation for learning, or

to reflect in his conduct or attitudes an undesirable pattern ofhome life.^

Goodenough points out the child's overt reactions to environmental

conditions do not always reflect home influence*

Tt* Benedict, Patterns of Culture (Bostons Houghton MifflinCompany, 193k), p. $9*

2Ibid.3

Arnold Gesell, Child Development: Infant and Child Culture of Today(New York: Appleton-Century-Crofts, Incorporated, 19k9), pp. 78-90.

16

Emotional states nay be deduced by his degree of relative

success or failure to achieve desired goals or to meet other's

expectations for him. This may cause him to attach an affective

attitude to the environmental situation, in which he has achieved

either satisfaction or annoyance in the activities in which he

has engaged* For example, teachers usually find that the suc

cessful learners exercise more care in handling school materials

than do those who fail to attain learning goals*

Another factor related to lack of success is the child's

directing of his energy* The unsuccessful learner, bored of

learning activities, may be driven by his need for activity to

do those things that wiU give him immediate satisfaction,

even though his behavior receives teacher or class disapproval*

In fact, it nay be more satisfying to be disapproved than to

be ignored* The tearing up of paper, the throwing of a black

board eraser against the wall, the carving of his initials on

the desk, or any other form of destructive behavior may earn

for him the attention he craves*1

The child's social learning takes place chiefly in the environment

of his family aid friends and of his own play-group* The effect of each

type of home upon readiness for sehool is clearly defined by Strayer,

thusly:

Readiness for school and intellectual development in general

are different, depending on the child's treatment at horns* It

is indicated that some mothers gratify their own emotional needs

by interfering with the child's intellectual development* The

child's failure to learn keeps him more dependent on the mother

and makes it less likely that he will grow up rapidly and leave

her alone* Consequently, attitudes toward independence, learned

in the home, carry forward into acceptance or rejection of

desirable achievement.2

The home is discussed by Powers as the crucial social institution

with a brief comment upon the significance of each in the social

"T* L* Goodenough, Developmental Psychology (Sew York: Applston-

CenturjMJrofts, Incorporated, 1949), pp. 78-90.

L. C. Strayer, Genetic Pathology-Monographs, Vol* VIII. N®. 3

Worcester, Mass: Clark University Press, 1933), p* 23*

17

functioning of the individual.

The home derives its force to the life of the individualfrom the one silent psychological fact-oamely, the determinative weight of early associations and c?nditi?J!.^;.^t^(1C0I!X"duct. Many have noted the potency of early conditxonxng andthat long before the child reaches school age his »atlv«.?e^®n'cies areheavily overlaid with a super-structure of conditionedfactions. Itis too frequently the sad duty of «« school toattempt to change some of these early conditionings whicnaresocially ineffective, but before this can be done the teachersand administrators must be acquainted with and understand thesircitlenvironment of the child. Ja spite of numerous assaultsby the modernists of various schools, the home continues to beseemingly indispensable primary unit to society, and there isno convincing evidence of any likelihood of change to spite ofa number of factors that are operating to alter and to somecases to diminish the influence of the home.-1-

An analysis of statements of purpose and objectives of achievement

that have been made by outstanding Isaders of the modern program of

achievement to the schools and specifically with achievement as it relates

to certato social factors, show similar basic considerations common to

all. Differences appear more to regard to emphasis than to inclusion

or exclusion of fundamental viewpoints. Representative statements con

cerning objectives by each of these authorities deal directly with or

have uradstakeable implications for desirable achievement and better

school, pupil, parent and community relationships.

Accordingly, Thorndike states that anything that exists at all

to some quantity, and anything that exists to some quality is capable

of being measured.

In this discussion we are primarily interested to themeasurement of achievement to the classroom. The accuracy of

Baucis Powers, Psychological P**™iplaa of Education (NewAppleton-Century-Crofts Company, 1933)* P« 33•

Xorks

18

a measurement is closely related to the objective being measured.

This process can be further summarized by the words "what11 and

"how*1* An achievement-test score answers the question uhow" much

more than or "how much less than" rather thai an absolute "how

much11* Human achievement is measured indiregtty and in a manner

similar to that used in measuring heat by means of a thermometer*1

Wrightstone states that achievement tests are very much needed

by the classroom teacher in that it affords one of the best techniques

used for making effective survey of the pupils achievement*

When such tests are given to students in elementary school,

it is possible to identify areas of weakness or strength that

a student may possess* On the basis of the tests given to all

students, each teacher is able to obtain information that can add

materially to the effectiveness of instruction.

The school must take into account the readiness of typical pupils

in planning its program and then must modify within that program to take

care of individual differences* Readiness for learning is readiness of

the learned as a whole; the sum of all the characteristics that make him

more likely to respond in one way or another* It depends on his equip

ment, physical and mental; upon his needs and goals; and upon his learned

ideas and response patterns* Learning depends partly on biological

maturing, but appropriate experiences develop his potential* All aspects

of development influence each other* Being cognizant of these pertinent

facts, the researcher became interested in the importance of using a

validated achievement test for the purpose of effective instruction*

■When aehievement tests are given in the elementary school, it is possible

TE. L* Thorndike, "The Nature, Purposes and General Methods ofEducational Rpoducts," National Society for the Study of Education,17th Yearbook, Part 2 (Chicago University ft*ess, 1939;, p* 16.

2

J* W. Wrightstone, "Evaluation^1 Encyclopedia of EducationalResearch, (Hew York* Columbia University Press, 19^1), p. 3d.

19

to identify areas of weakness or strength that a student may possess*

On the basis of the tests given to all students, each teacher is able

to obtain information that can add materially to the effectiveness of

instruction.

Accordingly, Lee states, that achievement test scores are relative,

they indicate "how much more than11 or "how much less than11, rather than

an absolute "how much."

One important difference can be noted by a brief considera

tion of absolute and relative measurement. Absolute measurement

answers the question "how much". A single expression given in

such terms has definite meaning* It can stand by itself* It

means the same in one part of the country as in another* We can

say that Jimmy is six feet tall and be understood* However, to

say that Jimmy made a score of ?2 on the exam, indicates that

the meaning is not similarly definite and in terms of well-defined

and precise standards* The score will mean less or little until

it is related specifically to the test (the number of items, thenumber of students, the difficulty of the items, etc.) Beforethe test score can be interpreted wisely, it must be related to

the test and those who were tested* This is an oversimplified

way of saying that it is relative in nature*2

General Achievement tests are of particular value to the class

room teacher is emphasized by Tyler*

The classroom teacher will find achievement tests of value

at the beginning of a semester, when she needs to know just how

far advanced her new group in the various subjects are, and at

the end of the semester when she needs to know $ust how much

progress she has made* Such tests will also indicate that certain

pmpils are weak in some subjects and average or above average in

others* They will need special attention in the subjects in

which they show weaknesses.3

l~^ - ■

2J* Murray Lee, A Guide to Measurement in Elementary Schools(New Yorks Ajkpleton-Gentury-Crofts, Worporated, 1936), p" 3«

^8a3j>h ¥• Tyler, "Edueability and the Schools,8 Elementary SchoolJournal, k9 (Bew terk: Columbia University Press, I9h&), pp. 200-211;.

20

When students have difficulty in learning, one cause is inadequacy

in fundamental skills, which ean be determined in part by toe aid of

achievement tests. This theory is emphasized by Gates.

Ihen students have difficulty in learning, one common causeis inadequacy in fundamental skills. This is true in elementarygrades and also true as high as the graduate school. The skillsrequired for educational success include, first, readings second,arithmetic, written expression and other tool subjects! third,the ability to plan study, to concentrate and to organize work.Some indication of a pupil's strengths and weaknesses in theseareas can be found by use of the achievement tests.1

Vemon states that the achievement tests should be considered as

a "work sample."

When we want to know if there is enough gold in a hill tobe worth bringing ore to market, we take a sample of all the orejwhen we want to know whether a certain brank of canned peachesis Grade A9 we sample from the total pack of peaches. We testthe sample carefully, and from the sample judge the quality ofthe whole. The teacher who wants to know about MallH of apupil*s behavior must be content with observing just a sample ofit. All testing procedures, whether for psychological analysisor for educational evaluation, are based on the "work" sampleprinciple. Out of all these tasks in a particular area, wechoose a small sample and determine how well the pupil does them.For such a purpose, it is essential that the sample be trulyrepresentative of the area under investigation, and that thesample be large enough to reflect results that are not so muchaffected by accidental factors.2

Homogeneous grouping is quite helpful in obtaining the highest

level of achievement is discussed by Terman.

It is true that children who are homogeneous in generalmental ability have unique patterns of personality and behavior.

jPhillip E. Vernon, The Structure of Human Abilities (Hew XorksThe Wiley Press, 1950), pp. 68-70.

Lewis M. Terman and Barbara S. Burke, "The Gifted Shild,11 Handbookof Child Psychology (2d ed. Worcester* Th© Clark University Press. 1933),PP. 773-701. "

21

Ability grouping should not excuse the teacher from taking

account of the separate traits, interests, and specialized

aptitudes of pupils| it should, on the contrary, leave her

such more time to provide for these, since she Dill be

spared the necessity of recasting her teaching for extremely

different levels of comprehension.1

3h a special class bright children for the first time

encounter real competition, which tends to reduce concept

rather than to increase it* Taking them from the ordinary

class does not reduce the latter to apathy for lack of

shining examples! it is rather the presence of gifted children _

in the ordinary class that makes the average child discouraged*

The so-called "achievement tests" might better be regarded as a

measure of general readiness for school learning, according to Termaa

and others*

The achievement test is a composite measure of the

abilities in certain areas that affect readiness for school

work* The typical test depends upon experience and past

education as wen as on one's biological mental development*

It helps the classroom teacher to find -ways of helping the

individual learn what he is ready for, and not serve as an

administrative device for accomplishing the goal* The

teacher must modify treatment within the classroom to fit the

individual readiness pattern.'

Methods of teaching and methods of classroom control are also

selected from the culture* Just as it contains many different facts,

laws, theories, and norms, a culture contains various ways of teaching

and of controlling individuals* Although the teacher must always determine

which method is to be used in a specific case at a specific time, the

methods of control that are regularly employed in the discipline of

XIbid.

22

children in the school should be those that are used extensively in

society at large. If the teacher understands the relation of the

various methods of control to the traditions and aspirations of the

people, he is better able to make wise decisions in matters of class

room management and discipline.-^

As the culture changes from day to day and year to year, new

demands are made upon children and youth as well as upon adults* Many

of these individuals are unable to respond to these demands satisfactorily

without some sort of systematic help. In American society it falls to

the lot of the school to participate in rendering such assistance. Thus,

the educational program comes to be the object of study and reform in

order to meet the new demands made upeu it by those who must have assist

ance is learning how to live in the sort of society that is and is coming

to be* The school is the institution, created by complex societies to

help the child assume the roles expected of them when they reach adult

status. Since it is an integral part of the society, it win be affected

by cultural changes and social factors just and the individual will be,

and especially by those changes that affect the ways in which the

people mate a living, 3h times of such changes the purposes as well as

the means of education become objects of controversy. Hence, fundamental

changes in a culture always cause a good classroom teacher to be ever

cognisant ©f inproving her instructional program to meet the challenge.

•'■Benedi.Ct, op, cit,, p,

CHAPTER II

PRESENTATION ANB INTERPRETATION OF DATA

Organisation, and Treatment of Data

Introduction*- -This chapter analysis and interpretation of the

data pertinent to the main purposes of this research which, have dealt

with "The Affect, if any, of certain Social Factors on the Achievement

of Third Grade Pupils Enrolled in the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, during the school year 1961-1962, are presented

herein*

The analysis and interpretation of the data to be presented in

this chapter have been derived frost five major sources: (a) observation

and interviews held with the parents of the pupils involved in the study;

(b) the data derived from the questionnaire designed to evaluate the

affects, if any, of certain factors on the achievement of third grade

pupils enrolled in the Edwin Posey Johnson Elementary School^ (e) the

data concerning the responses made by the parents on the questionnaire}

(d) the data on the achievement of the pupils as measured by the Stan

ford Primary Achievement Test, and (e) the data taken from the official

records of the Edwin Posey Johnson Elementary School which supplemented

and authenticated the other data derived from other sources*

The data on certain social factors, and their affects, if any,

involved in the achievement of the pupils during the school year 1961-

1962 were assembled in series of 9 tables, which were properly eaptioaed

and the data treated with reference to the number and per cent of

23

2k

responses to the specific items to the questionnaires, the structured

interview sheet, the official records, and the data derived from the

Stanford Irimary Achievement Test. The analysis and interpretation

of the data presented through the series of these respective 28 basic

tables constitute this chapter; and will follow in the subsequent

sections below under the appropriate captions*

Criterion of Reliability*- -The criterion of reliability of the

statistical measures involved weres Fisher's Htt of 2,58, at the *01

per cent level of confidence for infinite degrees of freedom. The .01

per cent level of confidence was chosen in order that ninety-«ine times:

out of every one hundred the results would be accurate*

Analysis of the Social Factors Data

Social Factors (Marital Status)*- - The data on the Marital Status

as obtained from the Questionnaire Sheet executed by the parents of the

urban and rural sixty third grade pupils of Edwin Posey Johnson Elemen

tary School, are presented in Table 1, page 2$, and in the separate

paragraphs below*

Urban Papila. - -The marital status of the parents of urban pupils

indicated a range in score from a low of 3 or 9*99 per cent for single,

to a high of 12 or 39.96 per cent for married; whereas, 5 or 16*65 per

cent were divorced and 10 or 33.30 per cent separated.

Rural Pupils.- -The marital status of the parents of nasal pupils

indicated a range in score from a low of 2 or 6*66 per cent for single,

to a high of 22 or 73.26 per cent for married; whereas, 6 or 19*98 per

25

TABLE 1

DISTRIBUTION OF RESPONSES TO THE MARITAL STATUS OF PARENTS OF URBAN

AND RURAL SIXTY fHIRD GRADE PUPILS AT THE EDWIN POSEY JOHNSON ELE*

MENTAHX SCHOOL, ATLANTA, GEORGIA, 1961-1962

Marital Status

Single

Married

Divorced

Separated

Total

Urban

Number

3

22

5

10

30

Per cent

9.99

39*96

16.65

33.30

100.00

Rural

Number

2

22

6

0

30

Per cent

6.66

73.26

19.98

0

100.00

cent -mere divorced, and none of the rural parents indicated separated.

Place of B3rth_of the Parents»- -The data on the place of birth

of the parents of the urban pupils and rural pupils as derived from

the questionnaire sheet executed by the parents of the sixty third grade

pupils are presented in Table 2, page 26, and in the separate paragraphs

to follow.

Urban Pupils.- -The place of birth of the parents of the urban

pupils indicated a range in scares from a 2m of it. or 13.32 per cent

for Fulton, DesSaiwand Out-of-State, to a high of 12 or 39.96 per cent

for Atlanta? whereas, 6 or 19.98 per cent indicated DeKalb as place of

birth.

Rural Pupils.- -The place of birth of the parents of the rural

pupils indicated a range in scores from a low of 2 or 6.66 per cent

26

TABLE 2

DISTRIBUTION OF THE RESPONSES OH THE PLAGE OF BIRTH AS INDICATED BY THE

PARENTS OF THE URBAN AND RURAL SIXTY TH3HD GRADE PUPILS AT THE EDWIN

POSEY JOHNSON ELEMENTARY SCHOOL, ATIAWTA, GEORGIA,

1961-1962

Location

Atlanta

Fulton

Dekalb

Decatur

Out-of-State

Qaitaan

Thompson

CaUtopn

Newnan

Gatoosa

Winder

Total

Number

12

h

6

k

k

-JO-

Urban

Per cent

3f.96

13.32

19.98

13.32

33.32

100.00

Rural

Number

2

6

It

8

3

7

30

Per cent

6.66

19*98

13.32

26.61*

9*99

23.31

100.00

for Thompson, 3 or 9»99 per cent for Catoosa, k «f 13.32 per cent for

Calhoun, to a high of 8 or 26.6k per cent for Newnanj Tifeereas, 6 or 19.98

per cent indicated place of birth as Thampson, 7 or 23.31 per cent, Winderj

and none of the parents indicated place of birth as Atlanta.

Occupational Status of the Mothers." -The data on the occupational

27

status of the Mothers of the tteban and Rural sixty third grade pupils

as derived from the questionnaire sheet are presented in Table 3> page

23, and in the separate paragraphs below*

Urban Pupils«- - The occupational status of the mothers for the

urban pupils indicated a range in scores from a low of 1 or 3*33 per

cent for unemployed, to a high of 9 or 29*97 per cent for maid; whereas,

8 or 26*(h per cent were employed as a eook, U or 13*32 per cent for

housewife, nurse, and dressmaker, respectively*

Rural Pupils*- -The occupational status of the mothers for the

rural pupils indicated a range in scores from a low of k or 13*32 per

cent for maid, to a high of Uj. or U6.62 per cent for unemployed; whereas,

12 or 39*96 per cent indicated housewife*

Occupational Status of the Fathers*" -The data on the occupational

status of the fathers, as derived from the questionnaire sheet on the

sixty third grade pupils of the Edwin Posey Johnson Elementary School,

are presented in Table k$ page 29, and in the separate paragraphs below.

Urban Pupils*- -For the urban pupils, the occupational status of

the fathers ranged in score from a low of 2 or 6.66 per cent for truck-

driver and laborer, to a high of 8 or 26.6/1* per cent for porterj whereas,

6 or 19.98 per cent are janitors, 5 er .,$<& per cent postmen, $ or 16.65

p&r cent dishwasher, k or 13.32 per cent waiter,

Rural Pupils.- - For the rural pupils, the occupational status

of the fathers indicated a range in scores from a low of 2 or 6.66 per

cent for mechanic and laborer, to a high of 12 or 39.96 per cent for

dishwasherj whereas, the remaining data indicated 8 or 26.6% per cent

TABLE k

DISTRIBUTION OF THE OCCUPATIONAL STATUS OF THE FATHERS OF THE SIXTY

THIRD GRADE PUPHS OF THE EDWIN POSEX JOHNSON ELEMENTARY

SCHOOL, ATLANTA, GEORGIA,

1961-1962

Urban Rural

Occupational Status

Waiter

laborer

Janitor

Porter

Truck Driver

Dishwasher

Postman

Mechanic

Bricklayer

Unemployed

Number

h

2

6

3

2

5

3

Per cent

13.32

6.66

19.98

26*61*

6.66

16.65

9.99

Number

2

12

2

8

6

Per cent

6.66

39.96

6.66

19.98

Total JO. 100.00 JO 100.00

Rural Pupils*- - The number of classrooms in the schools attended

by the parents of the rural pupils abdicated a range in scores from a

low of 2 or 6*66 per cent for 1-2 classrooms, and 1$ or more classrooms;

a high of 18 or $9»$k per cent for 7-10 classrooms* whereas, for the

remaining data, indications were $ or 16.65 per cent for 3-6, and 3 or

9.99 per cent for 11-lU classrooms, respectively.

28

TABIE 3

DISTRIBUTION OF THE OCCUPATIONAL STATUS OF THE MOTHERS OF THE SIXTY

THIRD GRADE PUPHS OF EDWIN POSEX JOHNSON ELEMENTARY SCHOOL,

ATLANTA, GEORGIA, 1961-1962

Occupational Status

Maid

Housewife

Cook

Nurse

Dressmaker

Unemployed

Total

fee brisk layer, and

■■■MiMiMHMHMaMHMHi

Urban

Number

9

k

3

k

k

1

30

Per cent

29.97

33.32

26.73*

13.32

33.32

3.33

100.00

6 or 19.98 per cent for

Number of Classrooms in the

Rural

Number

U

12

3it

30

1 unemployed.

School.- -The data on the

Per cent

33.32

39.96

1*6.61

100.00

number of

classrooms in the schools attended by the fathers of the urban and rural

sixty third grade pupils at the Edwin Posey Johnson Elementary School,

Atlanta, Georgia, as derived from the questionnaire sheet, are presented

in Table 5, page 30, and in the separate paragraphs below.

tfrban Pupils.- -The number of classrooms in the schools attended

by the parents of the urban pupils indicated a range of scores from a

lew of 2 or 6.66 per cent for 1-2 classrooms, to a high of 22 or 73.26

per cent for 7 - IX) c3assroomsj ushereas, 6 or 19»98 per cent of the

parents of the urban pupils attended school in U-lli classrooms^ None

of the parents of the urban pupils attended school in 15 or more elass

30

TABLE 5

DISTRIBUTION OF THE RESPONSES TO THE NUMBER OF R0O1E IN THE SCHOOIS

ATTENDED BY THE FATHERS OF THE SIXTY THIRD GRADE PUPIIS OF THE EERQQH

P03EY JOHNSON EIEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

Urban Rural

Number of Rooms

1-2

3-6

7-10

11 - Hi

15 or more

No Response

Number

2

22

6

0

0

Per cent

6.66

73.26

19.98

0

0

Number

2

5

18

3

0

Per cent

6.66

16.65

9*99

6.66

0

Total 10 100.00 30 100.00

Number of Classrooms inthe School.- -The data on the number of

classrooms in the schools attended by the mothers of the urban and

rural sixty third grade pupils as derived from the questionnaire sheet

are presented in Table 6, page 31, and in separate paragraphs beloir.

Ifrban Pupils.- -The number of classrooms in the schools attended

by the mothers of the rural pupils indicated a range in scores from a

low of 2 or 6.66 per cent for 1-2 and 3-6 classrooms, to a high of

8 or 26.^ per cent for 7-10 classroamsj whereas, for the remaining

data, 6 or 19.98 per cent for 11-14 classrooms, 5 or 16.65 per cent for

1$ or more classrooms, and 7 or 23.31 per cent for no response.

31

TABIE 6

DISTRIBUTION OF THE RESPONSES TO THE NUMBER OF ROOMS M THE SCHOOLS

ATTENDED BI tME MOTHERS OF THE SIXTY THIRD GRADE PUPUS IN THE

EWF3N POSEI JOHNSON ELBMENTARY SCHOOL, ATLANTA, GEORGIA,,

1961-1962

Urban- Rural

Number of Rooms

1-2

3-6

7-10

11 -lit

10 or more

No Response

Number

2

2

8

6

*

7

Per cent

6.66

6.66

26.6U

19.98

16.65

23.31

Number

2

h

8

U

2

10

Per cent

6.66

13.32

26.61*

13.32

6.66

33.30

30 100.00

Rural Pupils.- - The number of classrooms in the schools attended

by the mothers of the rural pupils indicated a range in scores of a low

of 2 or 6U6 per cent for 1-2 and 3-6 classrooms, to a high of 8 or 26£tk

per cent for 7-30 classroomsj whereas, for the remaining data, 6 or 19.98

pea? cent for H-ll* classrooms, $ or 16.65 per cent for 1$ or more class

rooms and 7 or 23.31 per cent for no response.

The Number of Teachers in The School.. -The data to the question

as to the number of teachers in the schools attended by the mothers of

the urban and rural sixty third grade pupils of the Edsrin Posey Johnson

E^mentary School, Atlanta, Georgia, are presented in Table 7, page 32,

32:

TABLE 7

DISTRIBUTION OF THE RESPONSES TO THE NUMBER OF TEACHERS IN THE SCHOOLS

ATTENDED BY THE MOTHERS OF THE SIXTY THIRD GRADE PUPILS IN THE

EDW3N FOSEY JOHNSON ELEMENTARY SCHOOL, ATLANTA, GEORGIA,1961-1962:

Urban Rural

Number of Teachers

One

Tiro

Three

Four

Five

Six or more

Number

0

0

0

2

2

26

Per cent

0

0

0

6.66

6.66

86,58

Number

0

a

0

k

8

16

Per cent

0

6.66

0

33.32

26.6^

53.38

Total 30 100.00 30 100.00

as shown above, and in the separate paragrpphs to follow.

Urban Pupils.- - For this group, the distribution indicated a

range of scares from a low of 2 or 6.66 per cent for four and five

teachers, to a high of 26 or 86.58 per cent for six or more teachers.

Rural Pupils.- -The distribution for this group indicated a

range of scores from a low of 2 or 6*66 per cent for tiro teachers, to a

high of 16 or 53.23 per cent for sis or more teachers; whereas, the

remaining data indicated that k or 13.32 per cent had four teachers and

8 or 26.61* per cent had five teachers. None of the rural parents

attended school with one and three teachers.

33

Number of Teachers in the School(Fathers).- -The data on the

responses to the question to the number of teachers in the schools

attended by the fathers of the urban and rural sixty third grade

pupils of the Edwin Posey Johnson Elementary School, Atlanta, Georgia,

are presented in Table 8, page 3k, and in separate paragraphs below.

Urban Pupils.- -The data on the responses to the question as

to the number of teachers in the schools attended by the fathers of

urban pupils indicated a range in scores of a low of 2. or 6.66 per

cent to a high of 28 or 93£k per cent. None of the fathers of the

urban pupils attended school with one, two, three, and five teachers*

Rural Pupils.- -The data on the responses to the question as

to -toe number of teachers in the schools attended by the fathers of

rural pupils indicated a range in scores of a low of 2 or 6.66 per

cent for four teachers, to a high of 23 or 76.5^ per cent for six or

more teachers, whereas, J> or 16*65 per cent of the fathers attended

school with five teachers. None of the fathers of the rural pupils

attended school with one, two, three teachers.

Number of Grades Attended by the Fathers.- -The data on the

number of grades in the Elementary, High School and Colleges attended

by the fathers of the urban and rural sixty third grade pupils at the

Edwin fosey Johnson Elementary School, Atlanta, Georgia, are presented

in Table 9, page 3$, and in the paragraphs to follow.

Urban Pupils.- -The number of grades in the types of schools

attended by the fathers of urban pupils indicated a range in scores of

TABLE 8

DISTRIBUTION OF THE RESPONSES OF THE NUMBER OF TEACHERS W THE SCHOOLSATTENDED BY THE FATHERS OF THE SIXTY THIRD GRADE PUPILS IN THE

EDWIN FO3EY JOHNSON ELEMENTARY SCHOOL, ATLANTA* GEORGIA,

1961-1962

Number of Teachers

One

Two

Three

Four

Five

Six or more

Urban

Number

0

0

0

2

0

28

Far cent

0

0

0

6.66

0

93,2h

Rural

Number

0

0

0

2

$

Per cent

0

0

0

6.66

16.65

Total }O 100.00 %> 100.00

a low of 0 or 0 per cent for no response to a high of 13 or h3£9 per

cent for 7-9 grades eonpletediwfaereas, for the ramaintag data, 1 or 3*33

per cent for 1-3 grades, 2 or 6.66 for U-6 grades, 10 or 33«3O for 10-12

grades, and k or 13*32 per cent for college.

Rural Pupils*- - The number of grades in the types of schools at

tended by the fathers of the rural pupils indicated a range in scores

from a low of 1 or 3.33 per cent for college, to a high of 13 or U3«29

per cent for 7-9 grades; whereas, for the remaining data, 3 or 9*99

per cent for l-3» and no response, respectively, U or 13*32 per cent

10-12 grades, and 6 or 19*98 per cent far U-6 grades.

TABLE 9

DISTRIBUTION OF THE RESPONSES TO THE NUMBER OF GRADES EJ THE COLLEGE,

HIGH SCHOOL AND ELEMENTARY ATTENDED BY THE FATHERS OF THE SIXTY

THIRD GRADE PUPILS OF THE EDWIN POSEY JOHNSON ELEMENTARY

SCHOOL, ATLANTA, GEORGIA, 1961-1962

Grade Completed

1-3

li-6

7-9

10-12

College

No response

Total

Number of

Urban

Number Per cent

1

2

33

10

h

0

30

3.33

6.66

Ik3.29

33.30

13.32

0

100.00

Grades Attended by Mothers.-

Rural

Number

3

6

33

h

1

3

30

- The data on

Per cent

9.99

19*98

U3.29

13.32

3.33

9*99

100.00

the responses

to the number of grades completed in high school, college and elementary

school by mothers of the urban and rural pupils at the Edwin Posey

Elementary School, Atlanta, Georgia, are presented in Table 10, page 36,

and in the separate paragraphs to follow.

Urban Pupils.- -The data on the distribution of the responses to

the number of grades in the elementary, high school and college attended

by the mothers of urban pupils indicated a range in scores from a low

of 2 or 6.66 per cent for U-6, to a high of 19 or 63.27 per cent for

36

TABLE 10

DISTRIBUTION OF THE RESPONSES TO THE NUMBER OF GRADES W ELEMENTARY,

HIGH SCHOOL AND COLLEGE ATTENDED BY THE MOTHERS OF THE SIXTY

THIRD GRADE PUPILS AT THE EDWIN POSEY JOHNSON ELEMEMRARY

SCHOOL, ATLANTA, GE0RGI4, 1961-

1962

Grade Completed

1-3

U-6

7-9

10-12

College

No response

Total

Urban

Number

0

2

5

19

U

0

30

Per cent

0

6.66

16.65

63.27

13.32

0

100.00

Rural

Number

U

6

17

3

0

0

30

Per cent

13.32

19.98

56.61

9.99

0

0

100.00

10-12$ mhereas, for the remaining data, 5 or 16.65 per cent for 7-9

grades and U or 13*32 per cent for college. None of the mothers of

urban pupils terminated their education with grades 1-3.

Rural Pupils.—The data on the distribution of the responses to

the number of grades in the elementary, high school, and college attended

by the mothers of rural pupils indicated a range dn scores from a low of

3 or 9.99 per cent for 10-12: grades, and a high of 17 or 56. a per cent

far 7-9 grades; whereas, for the remaining data, U or 13.32 per cent for

1-3 grades, and 6 or 19.98 per cent for U-6 grades. None of the mothers

37

of rural pupils completed college.

Analysis of Data

This section of the research report presents the analysis and

interpretation of the data on the chronological ages of sixty (urban

and rural) third grade pupils in the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962.

Chronological Ages*- -The data on the Thirty Urban and Thirty

Rural pupils of Edwin Posey Johnson Elementary School, Atlanta, Georgia,

1961-1962, are presented in Table 11, page 38, and in the separate

paragraphs to follow*

Ifrban Pupils*- -The data on the chronological ages of the thirty

urban pupils indicated a range in scores from a low of 1 or 3*33 per

cent to a high of 11 or 36*63 per cent* with a mean score of 102*52,

a median of 108, a standard deviation of 11*32, and a standard error

of the mean of 1*39* Four or 13«32 per cent of the pupils scored above

the median class and 6 or 19*98 per cent of the pupils scored within

the median class interval*

Rural Pupils*- -The data on the chronological ages of the thirty

rural pupils indicated a range in scores from a low of 3 or 9*99 per cent

to a high of 10 or 33*30 per cent, with a mean score of 30U*UO, a median

of 106, a standard deviation of I4..I2 and a standard error of the mean

of U«33* Nine or 29*97 per cent of the pupils scored above the median

class interval, 21 or 69*93 per cent of the pupils scored below the

class interval and k or 13*32 per cent scared within the medial class

interval*

38

TABLE 11

DISTRIBUTION OF CHROHOLOG3DAL AGES AS OBTAINED BY THE THIRTY URBAN

AMD THIRTY RURAL PUPILS ENROLLED AT THE EDWIN POSEY JOHNSON

ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

Ages

320 •

115 •

110 ■

105 ■

100 ■

95-

in Months

- 22k

-119

- llli

- 109

- 101*

- 99

Total

Mean

Median

S. D.

SEm

Urban

Number

1

1

2

6

9

11

30

102.52

108

11.32

1.39

Comparative Data and Ht"

Per cent

3.33

3.33

6.66

19.98

29.97

36.73

100.00

Rural

Number

3

0

6

k

7

ID

30

10u.no

106

U.12

U.33

Ratio on Chronological Ages

Per cent

9*99

0

19.98

13.32

23.31

33.30

100.00

•—The

significance of the difference of chronological ages on the Stanford

Achievement Test is presented in Table 12, page 39, which shows the facts

to follow. The mean for the urban pupils -was 102.52, for the rural 10U.U0,

39

TABLE 12

SIGNIFICANT DIFFERENCES ON TIIE CHRONOLOGICAL AGES OF THE THIRTY URBAN

AND THIRTY RURAL PUPILS ENROLLED W THE EDWIN POSEX JOHNSON

ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

Group No. Mean Sigma

S.E.

of

Mean

Diff.

in

Mean

S •£/•

Diff.

Mx - M2 »tM

tfrban 30 102.52 11.32 1*39

1.88 2.U .783

Rural 30 1OU.UO U.32 2u33

with a difference between the ages of 1*88 in favor of the rural. The

standard deviation for the urban pupils was 11*32, for the rural 1**12,

with a difference of 7*20 in favor of the urban* The standard error

of the mean for the urban pupils was 1.39, for the rural U»33* with a

difference of 2*92 in favor of the urban pupils*

The "tw for these data was ,783 which was not significant as it

was less than 2*£8, at the *01 per cent level of confidence* Therefore,

the difference between the chronological ages of the urban and rural

pupils in months was not statistically significant*

Analysis of the Achievement Data

Stanford Achievement Test (Word Meaning;)*- -The data on the

Stanford Achievement Test, word meaning, Primary Form J, as obtained

by the thirty urban and thirty rural pupils of the third grade at Edwin

Posey Johnson Elementary School, Atlanta, Georgia, 1961-1962, are

Uo

presented in Table 13, page Ul, and in the separate paragraphs below.

Urban Pupils.- -The data on the performance in word meaning

for the urban group of pupils indicated a range in scores from a low

of 29 to a high of 62, with a mean score of U8.£, a median scare of

U8.88, and a standard deviation of 6.65, a standard error of the mean

of 1.2U. Fourteen or 1*6.62 per cent of the pupils scored above the

median class interval, 8 or 26.6U per cent of the pupils scored within

the median class interval. The mean score of 1*8.5 was equivalent to a

grade placement of 5>.

Rural Pupils.- -The data an the performance in word meaning

far the rural group of pupils indicated a range in scores from a low

of 7 to a high of U7> with a mean score of 30.5, a median scare of 32*66,

a standard deviation of I5«3£j and a standard error of the mean of 2.85«

Twelve or 39.96 per cent of the pupils scored above the median class

interval, 11 or 36.63 per cent of the pupils scored below the median

class interval, and 8 or 26.6U per cent of the pupils scored within the

median class interval. The mean score of 30*5 was equivalent to a grade

placement of 3*2.

Comparative Data and wt!> Ratio an the Initial Achievement Test,-

(Word Meaning).- -The significance of the difference of the score on

the Stanford Achievement Test, Form Primary J, as obtained by thirty

urban and thirty rural pupils are presented in Table Ik, page 1*2, and

in the separate paragraphs to follow.

The mean score for the urban pupils was 1*8 .5$ far the rural 30.5,

with a difference between the mean scares of 18*0, in favor of the urban

1*1

TABLE 13

DISTRIBUTION OF THE RAW SCORES ON THE STANFORD ACHIEVEMENT TEST (WORDMEANING) PRIMARY FORM J, AS OBTAINED BY THE URBAN AND RURAL

PUPILS OF THE SIXTY THIRD GRADE PUPILS AT THE EDWIN

FOSEY JOHNSON ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

C. I.

60 - 6U

55-59

50-51*

1*5-1*9

ko-Uk

3$ -39

30 -31*

25 - 29

20 - 2k

3^-19

30-12*

5- 9

Total

Mean

Median

Sigma

SEm

Grade Placement

Number

2

5

7

8

1*

3

0

1

0

0

0

0

30

Urban

Per cent

6.66

16.65

20.31

21t.6U

13*32

9,99

0

3.33

0

0

0

0

100.00

1*8.5

U8.88

6.65

1.2U

3.h

Rural

Number

0

0

0

3

5

k

8

1*

k

1

0

1

30

Per cent

0

0

0

9.99

16.65

13.32

2k.6k

U.32

13.32

3.33

0

3.33

100.00

30.5

32.66

15.35

2.85

3.2

U2

TABLE 2h

A DIFFERENCES ON THE STANFORD ACHIEVEMENT TEST (WORD MEANING)FOBM PRIMARY J, FOR THE DRBAN AND RURAL POPIIS OF SIXTY THIRD

GRADE FUPIIS ENROLLED 3M THE EDWIN PO3EY JOHNSON

ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

S.E. Diff. S.E.

of ±a Diff.

Group No. Mean Median Sigma Mean Mean Mi - la,. d*tt

Ipban 30 U&»$ U8.88 6.65 I.2J4.

18.0 3.19 5.6

Rural 30 30.5 32.66 15.35 2.85

pupils* The standard deviation for the urban was 6*65, for the rural,

2.85, with a difference between them of 3*19 in favor of the urban

pupils. The median for the rural was 32*66, for the urban 1*8.88, with

a difference of 16.22 in favor of the urban pupils. The standard error

of the difference between the two means was 3*19*

The Bt« for these data was 5«6, which was significant, with 29

degrees of freedom because it was more than the required 2*58, at the .01

per cent level of confidence. Consequently, the difference between the

urban and rural pupils on the word meaning section of the Stanford

Achievement Test was statistically significant.

Paragraph Achievement.- -The data on the Achievement on

Paragraph Reading section of the Stanford Achievement Test, Form Primary,

J, as revealed by the thirty urban and thirty rural pupils in the third

1*3

TABLE 15

DBTRIBUTIOH OF RAW SCOBEB OK THE STANFORD ACHIEVEMENT TEST (PARAGRAPHREADING) FORM HtBlARX J, AS OBTAINED 61 THE URBAN AM) RURAL

THIRD GRADE PUPHS ENROLLED AT THE EDW3N POSET JOHNSON

ELEMENTARY SCHOOL, ATLMTA, GEORGIA,

1961-1962

C. I.

h$ -k9

ko-kh

35-39

30-3k

25-29

20 - 2|j

15 - 19

10 - lit

5- 9

0- h

Total

Mean

Median

Sigma

SEm

Grade Placement

Number

1

2

3

n

6

5

0

1

1

0

30

Urban

29.5

30.U

8.0

1.5

3.1

Per cent

3.33

6.66

9.99

36.63

19.98

16.65

0

3.33

3.33

0

100.00

Rural

Number

0

0

0

2

10

6

k

6

0

2

30

20.5

22,0

7.5

l.Ii

2.1

Per cent

0

0

0

6.66

33.30

19.98

33.32

19.98

0

6.66

100*00

TABLE 16

S1GNIFIC.AHT DIFFERENCES ON THE STANFORD ACHIEVEMENT TEST (PARAGRAPH

READING) FORM PRIMARY J, AS OBTAINED BY THE URBAN AND RURAL

THIRD GRADE PUPILS ENROLLED IN THE EDWIN POSEY JOHNSON

ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

S.E. Dlff. *:*;of in Diff.

Group No. Mean Median Sigma Mean Mean Mx- M2 "t"

Urban 30 29.5 30.lt 8.0 1.5

9.0 2.1 U.3

Rural 30 20.5 22.0 7.5 Ui

grade pupils at the Edwin Posey Johnson Elementary School, Atlanta,

Georgia, I96I-I962, are presented in Table 15$ page 1*3, and in the

separate paragraphs below.

Urban Pupils.- - The data on the performance in paragraph

reading indicated a range in scores from a low of 9 to a high of Itf,

with a mean of 29.5, a median of 30.1*, a standard deviation of 8.0,

and a standard error of the mean of 1.5. Six or 19.98 per cent of the

pupils scored above the median class Interval, and 11 or 36.66 per

cent scored within the median class interval. The mean score of 29.5

was equivalent to a grade placement of 3.1 when checked with the

established norm.

Rural Pupils«- -The data on the performance in paragraph

reading for the rural group of pupils indieated a range in score from

a low of 0 to a high of 39, with a mean score of 30.5, a median score

of 22.0, a standard deviation of 7»5» and a standard error of the

mean of l*lj.. Twelve or 39,9$ per cent of the pupils scored above the

median class interval! 12 or 39«96 per cent of the pupils scared below

the median class interval, and 6 or 19*98 per cent of the pupils scored

within the median class intsrval* The mem score of 20.5 was equivalent

to a grade placement of 2.0.

Comparative Data and "t" Batio on the Achievement Test (Paragraph

Reading).—The significance of the difference of the scores on the

Stanford Achievement Test, Paragraph Reading, as obtained by the thirty

urban and thirty rural third grade pupils at the Edwin Posey Johnson

Elementary School, Atlanta, Georgia, 1961-1962, is presented in Table 16,

page lib, and in the facts to follow*

The mean score for the urban pupils was 29*5$ for the rural

pupils 20,5, with a difference between the means of 9.0, in favor of the

urban pupils. The median for the urban was 30.U, far the rural 22.0,

with a difference of 8.U> in favor of the urban pupils. The standard

error of the difference between the means was 2*1.

The "t" for these data was U»3, which was significant, for it

was greater than 2.£8, at the .01 per cent level of confidence* There

fore, the difference between the urban and rural pupils performance

on the paragraph reading section of the Stanford Achievement Test was

statistically significant*

Stanford Achievement^Test^ (Average Reading)*- -The data on

the Average Reading of the Stanford Achievement Test, Form Primary J,

as obtained by the thirty urban and thirty rural third grade pupils

U6

to the Edwin Posey Johnson Elementary School, Atlanta, Georgia, 1961-

1962, are presented to Table 17, page 1*7, and to the paragraphs below.

Urban Pqpils.- -The data on the performance to average reading

for the thirty urban pupils indicated a range to scores from a low of

1 to a high of 7, with a mean score of 39.5, a median score of 1*0.21,

a standard deviation of 10.8, and a standard error of the mean of 2.0.

Mine or 29.97 per cent of the pupils scored above the median class

totervalj H* or 1*6*62 per cent scored below the median class interval,

and 7 or 23.31 per cent scored witfato the median class interval. The

mean score of 39*5 was equivalent to a grade placement of 1*.8.

Rural Pupils.- -The data on the performance of average reading

for the thirty rural pupils indicated a range to scores from a low of

1 to a high of U, with a mean score of 28.83, a median score of 26.77,

a standard deviation of 9*U, and a standard error of the mean of 1.75.

Eleven or 36.63 per cent of the pupils scored above the median class

totervalj 8 or 26.61* per cent scored below the median class interval,

and U or 36.63 per cent scored within the median class interval. The

mean score of 28.83 was equivalent to a grade placement of l*.l.

Comparative Data and wt« Ratio on the Achievement Test (Average

Reading).- -The significance of the differences of the scores on the

Stanford Achievement Test, Form Primary J, as obtained by t&i&fcy urban

and thirty rural pupils of the third grade at the Edwin Posey Johnson

Elementary School, Atlanta, Georgia, 1961-1962, .--to presented to Table 18,

page 1*8, and to the paragraphs to follow.

TABLE 17

DISTRIBUTip OF THE RAW SCORES ON THE STANFORD ACHIEVEMENT TEST(AVERAGE)READING) FORM PRIMARY J, AS OBTAINED BY THE URBAN AND RURAL PUPILS

OF THE SIXTY THIRD GRADE PUPILS IN THE EDWJM POSEY JOHNSON

ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

c,

65 -

60 -

S1> -

5o -

h$ -

ho -

35 -

30 -

25 -

20 -

15 -

10 -

$, -

Total

Mean

Median

Sigma

SEm

Grade ]

* -i

. I.

69

6U

$9

5U

1*9

uu

39

3U

29

21*

19

Hi

9

Number

1

1

0

h

3

7

h

h

5

1

0

0

0

30

39.52*0.21

10.8

2.00

Placement U»8

Urban

Per cent

3.33

3.33

0

13.32

9.99

23.31

13.32

13.32

16.65

3.33

0

0

0

100.00

Number

0

0

0

0

2

3

3

3

11

it

2

1

1

30

28.8326.779.h1.75U.1

Rural

Per cent

0

0

0

0

6.66

9.99

9.99

9*99

36.63

13.32

6.66

3.33

3.33

100.00

It may be said, almost with certainly, that the scores here recorded aretoo high, and so lacking in consistency with other scores, that they are inaccurate. Hoover, they were taken from the score sheets as recorded, and areincluded here with this caution.

1*8

TAHE 18

SIGNIFICANT DIFFERENCES ON THE STANDORD ACHIEVEMENT TE3T(AVERAGEREADING) FORM IRI1CARX J, A3 OBTAINED BI URBAN AM) RURAL

POPIIS OF THE Sim THIRD (HADE PUFIIS AT THE EDWIN

PCSEY JOHNSON ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

S.E. Diff. 3.E.

of in Diff.

Group No* Mean Median Sigma Mean Mean M^ - Mg "t"

Urban 30 39.5 fcO.21 K>.8 9*k

10.6? 3.3U 3.19

Rural 30 28.83 26.77 9.k 1.75

The mean score for the urban was 39*5* for the rural pupils

28*83* with a difference between the means of 10.6?s in favor of the

urban pupils. The standard deviation for the urban pupils was 10.8,

for the rural pupils 9*k» with a difference between the means of l.it«

The median score for the rural pupils was 26.77* for the urban U0.21,

with a difference of 13.UU* in favor of the urban pupils. The standard

error of the difference between the two means urns 3.3U*

The Mt» for these data was 3.19, which was significant at the .01

per cent level of confidence. Therefore, the difference between the

urban pupils and the rural pupils performance on the average reading

section of the Stanford Achievement Test was statistically significant.

Stanford Achievement Test(Spelling Achievement).- - The data on the

achievement of the spelling section of the Stanford Achievement Test,

k9

Form Primary J, as revealed by the scores obtained by the urban and

rural sixty third grade pupils at the Edwin Fosey Johnson Elementary

School, Atlanta, Georgia, l?6l-1962, are presented in Table 19,

page 50, and in the paragraphs to follow.

Urban Pupils*- - The data on the performance in spelling for the

group of urban pupils indicated a range in scores from a low of 1 to

a high of 6 with a mean score of 3>8*8U» a median score of 60*06, a

standard deviation of 6.80, and a standard error of the mean of 1.27.

Thirteen or 1*3*29 per cent of the pupils scored above the median class

interval, 13 or 1*3.29 per cent of the pupils scored below the median

class interval, and k ese 33*32 per cent of the pupils scored within

the median class interval*

Rural Pupils.- -The data on the performance in spelling for the

rural group of pupils indicated a range in scores from a low of 1 to

a high of 7* with a mean score of $%$9t a median of 60.25, a standard

deviation of K3.55I, and a standard error of the mean of 1.27* Twelve

or <?•?6 per cent of the pupils scored above the median class interval,

lit or 1*6*62 per cent of the pupils scored below the median class interval,

and k or 13*32 per cent of the pupils scored within the median class

interval*

Comparative Data and "t" Ratio on the Initial Achievement Test

(Spelling).— The significant of the difference of the scores on the

Stanford Achievement Test, Form Primary J, as obtained by thirty urban

and thirty rural pupils in the third grade at the Edwin Posey Johnson

50

table: 19

DISTRIBUTION OF THE RAW SCORES ON THE STANFORD ACHIEVEMENT TEST(SPELLING) FORM PRIMARY J, AS OBTAINED BY THE THIRTY URBAN ANDTHIRTY RURAL THIRD GRADE PUPILS HI THE EDWIN FOSSY JOHNSON

ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

G. I.

68 -69

66-67

61*-65

62-63

60-61

58-59

56-57

5U-55

52-53

50 -51

U8-U9

U6-U7

Total

lean

Median

Sigma

SEm

Grade Placement

Number

1

6

3

3

k

k

k

2

1

0

1

1

30

58.8k

60.06

6.85

1.27

5.7

Urban

Per cent

3.33

19.98

9*99

9*99

13.32

13.32

13.32

6.66

3.33

0

3.33

3.33

100.00

Rural

Number

0

7

5

k

7

2

0

0

h

0

1

0

30

S9.S9

60.25

10.55

1.96

5.8

Per cent

0

23.31

16.65

13.32

23.31

6.66

0

0

13.32

0

3.33

0

100.00

It may be said, almost with certainty, the the scores here recorded aretoo high, and so lacking in consistency with other scores, that they areinaccurate. However, they were taken from the score sheets as recorded,and are included here with this caution.

51

TABLE 20

SIGNIFICANT DIFFERENCES ON THE STAMFORD ACHIEVEMENT TEST (SPELLING)

FORM PRIMARY J, AS OBTAINED BY THE URBAN AND RURAL THIRD GRADEPUPILS AT THE EDWIN POSEY JOHNSON ELEMENTARY SCHOOL,

ATLANTA, GEORGIA

1961-1962

S.E. Diff. S.E.

of in Diff.

Group No. Mean Median Sigma Mean Mean M^ - M2 Mt"

Urban 30 58.8i» 60.06 6.85 1.25

•75 2.33 .32

Rural 30 $9.$9 60.25 1.55 1.96

Form Primary J, as revealed by the scores obtained by the urban and

rural Sixty Third Grade pupils of the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962 is presented in Table 20, above

and in the paragraphs to follow.

The mean score for the urban pupils was 58.82*, for the rural pupils

$9»$9, with a difference of .75, in favor of the rural pupils. The

standard deviation for the urban pupils was 6.85, for the rural pupils

10.55, with a difference of 3.7, The median for the urban pupils was

60.06, and for the rural pupils 60.25, with a difference of .19, in

favor of the rural pupils. The standard error of the difference between

the tsro means was 2.53.

The »t» for these data was .32 which was not significant because it

was less than 2.58, at the ,ol per cent level of confidence. Therefore,

the rural pupils and urban pupils performance on the Spelling section

of the Stanford Achievement Test was not statistically significant.

Stanford Achievement Test^Arithmetis Reasoning)* - -The data on

the achievement oH the Arithmetic Reasoning, Form Primary J, as derived

from the standard scared obtained by the urban and rural sixty Third

Grade pupils at Edwin Posey Johnson Elementary School, Atlanta, Georgia,

are presented in Table 21, page 53*

Ifcbain Pupils*- -The data on the performance in arithmetic reasoning

for the urban group of pupils indicated a range in scores from a low of

2 to a high of 10, with a mean score of 2lu7» & median score of 2lj.*0,

a standard deviation of k*$$ and a standard error of the mean of 8.it.

Ten or 33*30 per cent of the pupils scored above the median class interval,

111. or i+6,62 per cent of them scored below the median class interval, and

6 or 19*98 per cent of the pupils scored within the median class interval*

The mean scare of 21**7 was equivalent to a grade placement of 2*1|*

Rural Pupils*—The data on the performance in arithmetic reasoning

for the rural group of pupils indicated a range in scores from a low of

1 to a high of U, with a mean score of 21**7, a median score of 2^*0, a

standard deviation of li*£, and a standard error of the mean of 8.U* Ten

or 33*30 per cent of the pupils scored above the median class interval,

Hi or 1*6.62 per cent of them scored below the median class interval,

and 6 or 19*98 per cent of the pupils scored within the median class

interval* The mean score of 2U*7 was equivalent to a grade placement of

2*fc.

Comparative Data and "tw Hatio on the Arithmetic Reasoning Section,

Stanford Achievement Test,- -The significance of the difference of the

Arithmetic Reasoning Test, Primary Form J, as obtained by the thirty

TABLE 21

DISTRIBUTION OF TIE RAW SCORES OH THE STANFORD ACHIEVEMENT TEST

(ARITHMETIC REASONING) AS OBTAINED BY THE URBAN AND RURAL FUPIISOF THE SIXTY THIRD GRADE PUPILS AT THE EDilN POSEX JOHNSON ELE

MENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

C. I.

33 -3$

30 -y&

27 -29

21*-26

21 - 23

18 - 20

15 - 17 •

22 - 2h

9 -11

6- 8

Total

Mean

Median

Sigma

SEm

Grade Placement

Number

1

5

k

6

10

2

2

0

0

0

30

2J+.7

2U.0

k.5

B.k

2.1*

Urban

Per cent

3.33

16.65

13.32

19.98

33.30

6.66

6.66

0

0

0

100.00

Rural

Number

1

0

0

0

k

k

11

5

k

i

30

16.0

16.77

8.25

1.53

1.6

Bsr cent

3.33

0

0

0

13.32

13.32

1*6.62

16.65

13.32

3.33

100.00

TABLE 22

SIGNIFICANT DIFFERENCE OK THE STANFORD ACH1EVEMEHT TEST (ARITHMETIC;

REASONING) FORM PRIMARY J, AS OBTAINED BY THE URBAN AND RURAL SIXTY

THIRD GRADE PUPILS AT THE EDWIN POSEY JOHNSON ELEMENTARY SCHOOL,

ATLANTA, GEORGIA,

1961-1962

5.E. Diff. S.E.

of in Diff.

Group Ho. Mean Median Sigma Mean Mean Mx - M2 "ttt

Urban 30 2I4..7 2U.0 k*$ 8.I4.

8.7 2.75 3.35

Rural 30 16.77 16.0 8.25 1.53

urban and thirty rural pupils of the third grade at the Edwin Posey

Johnson Elementary School, Atlanta, Georgia, 1961-1962, is presented in

Table 22, above, and in the paragraphs to follow.

The mean score far the urban pupils was 2J+.7, for the rural

pupils 16.0, with a difference between the mean of 8.7, In favor of the

urban pupils. The standard deviation for toe urban pupils was U»5, for

the rural pupils 8.25, with a difference of 3.75, in favor of the rural

pupils. The median for the urban pupils was 2U.0, for the rural pupils,

16.77» with a difference of 7«23, in favor of the urban pupils. The

standard error of the difference between the two means was 2.75.

The "t" for these data was 3*35, which was significant because it

was more than 2«58, at the .01 per cent level of confidence. Therefore,

the difference between the urban pupils and the rural pupils on the

arithmetic reasoning was statistically significant.

Stanford Achievement Teat (Arithmetic Computation)*" -The data

on the achievement on the Arithmetic Computation section of the Stan

ford Achievement Test, Form Primary J, as derived from the scores ob

tained by the urban and rural sixty Third Grade pupils at the Edwin

Posey Johnson Elementary School, Atlanta, Georgia, 1961-1962, are

presented in Table 23, page £6, and in the paragraphs below.

Urban Pupils.- -The data on the performance in Arithmetic Season

ing for the urban group of pupils indicated a range in scores from a

low of 9 to a high of 19, with a mean score of 13.39, a median score of

13»3> a standard deviation of 2.28, and a standard error of the mean of

•1*2. Nine or 29.97 per cent of the pupils scored above the median

class interval, 6 or 19.98 per cent of the pupils scored below the median

class interval, and 2$ or k9»9$ per cent of the pupils scored within the

median class interval. The mean score of 13.39 was equivalent to a

grade placement of 1.3,

Rural Pupils.- -The data on the performance in Arithmetic

Reasoning for the rural group of pupils indicated a range in scores from

a high of lit to a low of 2, with a mean score of 8.2, a median score of

8.3, a standard deviation of 2.2, and a standard error of the mean of

•hX, Nineteen or 63.17 per cent of the pupils scored above the median

class interval, 6 or 19.98 per cent of the pupils scored below the

median class interval, and 5 or 16.65 per cent of the pupils scored with

in the median class interval. The mean score of 8.2 was equivalent to

a grade placement of 1.0.

TABLE 23

DISTRIBUTION OF RAW SCORES ON THE STANFORD ACHIEVEMENT TEST(ARITH1ET3D)CCWUTATION) FORM PRIMARY J, AS OBTAINED BY THE URBAN AND RURAL PUPILSW THE THIRD GRADE AT THE EDWIN POSEY JOHNSON ELEMENTARY SCHOOL, ATLANE&.

GEORGIA, 1961-1962

G. I.

Urban Rural

Number Per cent Number Per cent

18 -

15-

12 -

9 -

6 -

2 -

20

17

Hi

11

8

$

1

8

15

6

0

0

3.33

26.61*

U9.95

19.98

0

0

0

0

k

10

ait

2

0

0

13.32

33.30

U6.62

6.66

Total 30 100,00 30 100.00

Mean

Median

Sigma

SEm

Grade Placement

13.39

13.30

2.28

•1|2

1.7

8.2

8.3

2.2

1.3

Comparative Data and «t" Ratio on the Achievement Test (Arithmetic

Computation.—The significance of the difference of the raw scores on

the Stanford Achievement Test, Form Primary J, as obtained by the urban

and rural sixty Third Grade pupils of the Edwin Posey Johnson Elementary

SI

TABLE 2k

SIGNIFICANT DIFFERENCES ON THE STANDORD ACHIEVEMENT TEST(ARITHMETICCOMPUTATION) FORM JRIMARY J, AS OBTAINED BI THE URBAN AND RURAL

SIXTX THIRD GRADE PUPIIS AT THE ERWDJ POSEI JOHNSON

ELEMENTARY SCHOOL, ATLANTA, GEORGIA,1961-1962

S.E. Diff. S.E.

of in Diff.

Group No. Mean Median Sigma Mean Mean % - M2

Urban 30 13.39 33.30 2.28 ,i|.2

5.2 1.2 k.3

Rural 30 8.2 8.3 2.2 .kl

School, Atlanta, Georgia, 1961-1962, is presented in Table 2^, above

and in the paragraphs below.

The mean score for the urban pupils was 13.39, for the rural

pupils 8.2, with a difference of £.19, in favor of the rural pupils.

The standard deviation for the urban group was 2.28, for the rural

group 2.2, with a difference of .8 in favor of the urban pupils.

The "t« for these data was k*3, which was significant, because

it was more than 2.58, at the .ol per cent level of confidence. There

fore, the difference between the rural and urban pupils performance on

the Arithmetic Computation section of the Stanford Achievement Test,

Form Primary J, was statistically significant.

Stanford Achievement Test (Average Arithmetic)^ -The data on

the Average Arithmetic of the Stanford Achievement Test, Form Primary J,

as derived from the scores obtained by the urban and rural Sixty Third

58

Grade pupils in the Edwin Posey Johnson Elementary School, Atlanta,

Georgia, 1961-1962, are presented in Table 25, page $99 and in the

paragraphs below*

Urban Pupils.- - The data on the performance in Average Arithmetic

for the urban pupils indicated a range in scores from a low of 1 to a

high of 13, with a mean score of 33*85, a median score of 32*96, a stand

ard deviation of $•$> and a standard error of the mean of l*02»

Eleven or 66*3 per cent of the pupils scored above the median

class interval, 6 or 19*98 per cent of the pupils scored below the

median class interval, and 13 or U3»29 per cent of the pupils scored

within the median class interval* The mean score of 33*83 was equivalent

to a grade placement of 3*5*

Rural Pupils*- - The data on the performance in Average

Arithmetic for the rural pupils Indicated a range in scores from a low

of 1 to a high of 9, with a mean score of 21*35, a median score of

21*32, a standard deviation of 6*25, and a standard error of the mean

of 1.16.

Ten or 33*30 per cent of the pupils scored above the median class

interval, 12 or 39*96 per cent of the pupils scored below the median

class interval, and 8 or 26.6k per cent of the pupils scored within the

median class interval*

Comparative Data and "tB Ratio on the Arithmetic Section (Average

Arithmetic)*— The significance of the difference of the scores on the

Stanford Achievement Test, Form Prisary J, as obtained by urban and

TABLE 25

DISTRIBUTION OF RAW SCORES ON THE STANFORD ACHIEVEMENT TEST (AVERAGEARITHMETK) FORM PRIMARY J, AS OBTAINED BY THE URBAN AND RURAL PUPESOF THE THIRD GRADE AT THE EDWIN PGSEY JOHNSON ELEMENTARY SCHOOL,

ATL&NTA, GECBGIA1961-1962:

c. 1.

50-5U

kS-h9

l|O-Jfl»

35 -39

30 -3k

25-29

20 -21*

15 - 19

10 - lU

5- 9

Total

Mean

Median

Sigma

SEm

Grade Placement

Number

1

0

3

7

13

6

0

0

0

0

33.28

32.96

$S

1.02

3.0

Urban

Per cent

3.33

0

9*99

23.31

1»3.29

19.98

0

0

0

0

100.00

Rural

Number

0

0

0

1

1

8

8

9

1

2

21.35

21.37

6.25

1.16

3.2

Per cent

0

0

0

3.33

3.33

26.6U

26.61*

29.97

3.33

6.66

100.00

60

TABLE 26

SIGNIFICANT DIFFERENCES ON THE STANFORD ACHIEVEMENT TEST (AVERAGEARITHMETIC) FORM IRBURY J, AS OBTAINED BY THE URBAN AND THE RURALSHTY THIRD GRADE PUPHS AT THE EDRIN POSEY JOHNSON ELEMENTARY

SCHOOL, ATLANTA, GEORGIA,

1961-1962

S. E. Diff. S.E.

of in Diff.

Group No* Mean Median Sigma lean Mean M^ Ijj "t"

Urban 30 33.8$ 32.96 $,$ 1.02

12.50 1.60 7.8

Rural 30 21.35 21,32 6.25 1.16

rural Sixty Third Grade Pupils at the Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962, is presented in Table 26, above,

and in the paragraphs below.

The mean score for the urban pupils "was 33.85, for the rural

pupils 21.35* with a difference between the means of 12.50, in favor

of the urban pupils. The standard deviation for the urban pupils was

$*$, for the rural 6.25, with a difference between them of 5.70, in

favor of the urban pupils. The median for the urban pupils was 32.96,

for the rural pupils 21.32, with a difference of 11.6U, in favor of

the urban pupils. The standard deviation for the urban pupils was $*$

for the rural 6,25, with a difference of .75, in favor of the rural

pupils. The standard error of the difference between the two means

•was

61

The ttt" for these data was 7,8, which was significant because

it was more than 2*£8, at the .01 per cent level of confidence.

Therefore, the difference between the urban pupils and the rural pupils

on the average arithmetic section of the Stanford Achievement Test

was statistically significant,

Stanford Achievement Test (Battery Median Performance)*- - The

data on the Battery Performance of the Stanford Achievement Te3t, Form

Primary J, derived from the scores obtained by the urban and rural Sixty

Third Grade Pupils at the Edwin Posey Johnson Elementary School, Atlanta,

Georgia, 1961-1962, are presented in Table 27, page 62, and in the

paragraphs below*

Urban Pupils>—The data on the performance on the Battery Median

for the urban pupils indicated a range in scores from a low of ° to a

high of Ii7, with a mean score of 29»$» a median score of 30*U, a

standard deviation of 8.0, and a standard error of the mean of 1*39*

Six or 19,98 per cent of the pupils scored above the median class

interval, 23 or b3*26 per cent scored below the median class interval,

and 11 or 36*63 per cent of the pupils scored within the median class

interval*

Rural Pupils*- -The data on the Battery Median for the rural pupils

indicated a range in scores from a low of 0 to a high of 39> with a

mean score of 3O*5>, a median score of 30.U, a standard deviation of 7*5,

and a standard error of the mean of 1*39*

None or 0 per cent of the pupils scored above the median class

TABLE 2?

DISTRIBUTION OF THE RAW SCORES OK THE STANFORD ACHIEVEMENT TEST

(BATTERY 1EDIAN) FORM PRIMARY J, AS OBTAINED BY THE URBAN AND

RURAL SIXTY THIRD GRADE PUPILS AT THE EDWIN POSEY JOHNSON

ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

62

c. 1.

i*5-l*9

35 -39

30 "3k

25 -29

20 - Zit

15-19

10 - lh

5- 9

Total

Mean

Median

Sigma

SEm

Grade Placement

Number

1

2

3

11

6

5

0

1

1

30

29.5

30.U

8.0

1.46

3.1

Urban

Per cent

3.33

6.66

9.99

36.63

19.98

16.65

0

3.33

3.33

100.00

Number

0

0

0

2

10

6

5

5

2

30

30.5

32.0

7.5

1.39

3.2

Rural

Per cent

0

0

0

6.66

33.30

19.98

16.65

16.65

6.66

100.00

63

TABLE 28

SIGNIFICANT DIFFERENCES ON THE STANFORD ACHIEVEMENT TEST (BATTERY

UBDUV) FORM PRIMARY J, AS OBTAINED BI THE URBAN AID RURAL PUPILSIN THE THIRD GRADE AT THE EDWIN FOSEY JOHNSON ELEMENTARY SCHOOL,

ATLANTA, GEORGIA,

1961-1962

S.E. Diff. S.E.

of in DiXf.

Group No. Mean Median Sigma Mean Mean Mi - Mg wt"

Urban 30 29.5 30.U 8.0 1.U8

1.0 2.02 ,h$

Rural 30 30.5 32.0 7.5 1.39

interval, 28 or 93.2U per cent of them scored below the median class

interval, and 2 or 6.66 per cent of the pupils scored within the median

class interval.

Comparative Data and wtw Ratio on the Stanford Achievement

Test (Battery Median).—The significance of the difference of the

Battery Median of the Stanford Achievement Test, Form Primary J, as

obtained by the urban and rural Sixty Third Grade Pupils at the Edwin

Posey Johnson Elementary School, Atlanta, Georgia, 1961-1962, is presented

in Table 28, above, and in the paragraphs to follow.

The mean score for the urban pupils was 29.5, for the rural 30.5,

with a difference of 1.0 in favor of the urban pupils. The standard

deviation for the urban pupils was 8.0, for the rural 7.5, with a dif

ference of .5* The median score for the urban pupils was 30.U, for rural

32.0, with a difference of 1.6, in favor of the urban pupils. The

6k

standard error of the difference between the two means was 2,02.

The H0 for these data, with 2$ degrees of freedom, was •ij.os

which was not significant because it was less than the required 2.58,

at the .01 per cent level of confidence* Therefore, the difference

between the urban and the rural pupils on the Battery Median section

of the Stanford Achievensent Test was not statistically significant.

Interpretative Summaries

Resume of Findings

Introductory Statement.- -The quantitative measures which have

been presented throughout this chapter have been consolidated in the

Summary Tables 2$ and 30, pages 66 and 68, with the specific content

of each test as indicated below*

1* Basic data on Chronological Ages*

2* Basic data on tests - Achievement: Reading, Arithmetics and

Spelling.

3. Socio-econoaie data - Marital Status, Place of Birth of

Parents, Occupational Status of the Parents, Number of Class

rooms in the Schools Attended by Parents, Number of Teachers

in the Schools Attended by Parents, Number of Grades Com

pleted by Parents*

The Interpretative Summaries of the quantitative data in Tables 29

and 30, which, in turn, were derived from the original 28 tables of the

analysis and comparison of the basic data, as presented throughout this

chapter, win be presented in the immediate section to follow.

6$

Interpretative Summary

Introductory Statement«- -The interpretative summaries of the

findings of this research are reported under three captions: (a)

Interpretative Summary on Chronological Ages: (b) Achievements

(1) Reading, (2) Spelling, (3) Arithmetic, (h) Battery Median, and

(c) Socio-economic data*

Interpretative Summary on Chronological Ages.- -The data on the

chronological ages in Tables H-l£, pages 38-39, as summarized in

Table 29, may be interpreted as followss

1* There were no significant differences between the urban andrural pupils on the chronological ages.

2, The Hn for these data was .783 which was not significantbecause it was less than 2,58, at the ,01 per cent levelof confidence*

Interpretative Summary on Reading*- - The data on the Stanford

Achievement Test, Form Primary Battery, J, (Reading), as presented in

Tables 13-li*-l£-l6-17-l8, as summarized in Table 29, may be inter

preted as follows:

1. There was a significant difference in paragraph meaning atthe *01 per cent level of confidence. Therefore, thedifference between the urban pupils and rural pupils on theparagraph reading section was statistically significant.

2. There was a significant difference of the word meaning infavor of the urban pupils*

3* The difference between the urban pupils and rural pupils onthe average reading section was statistically significantbecause the ntH was 3.19 which was more than required at theone per cent level of confidence*

TABLE 29

SUMMARY OF DATA DERIVED FROM SCORES OH THE STAFFORD ACHIEVEMENT TEST, JRIMARY BATTERY J, AM)

CHRONOLOGICAL AGES FOR THE SIXTY THIRD GRADE PUPILS OF THE EDICT P03EY JOHNSON ELEMENTARY

SCHOOL, ATLANTA, GEORGIA,

1961-1962

AREA - Components

Ages

Paragraph

Meaning

Word Meaning

Average Reading

Spelling

Arithmetic

Reasoning

ArithmeticComputatxon

Sirerage

Arithmetic

Battery Median

lean

102.52

29.5

U8.5

39.5

58.81;

2U.7

13.39

33.28

29.5

Median

108

30.1;

U8.88

i;0.21

60.06

2U.0

13.30

32.96

30.1;

Urban Pupils

Sigma SEm

n.32 1.39

8.0 1.5

6.65 1.21;

10.8 2.00

6.85 1.27

2.28 .!£

5.5 1.02

8.0 1.1;8

Grade

Plait.

3.1

3.1

3.U

U.8

5.7

2.U

1.7

3.0

3.1

lean

UbJlO

20.5

30.5

28.83

59.59

16.0

8.2

21.35

30.5

Rural Pupils

Median Sigma

106 1;.12

22.0 7.5

32.661$J$

26.77 9.1;

60.25 30.55

16.77 8.25

8.3 2.2

21.3? 6.25

32.0 7.5

SEm

U.33

1.1;

2.85

1.75

1.96

1.53

.ia

1.16

1.39

Grade

Plmt.

3.5

2.1

3.2

k.l

5.8

1.6

1.3

3.2

3.2

Difference Data

S.D.

Mx M2

1.39

2.1

3.19

3.31;

2.33

2.75

1.2-

1.60

2.02

Diff.

Mean

1.88

9.0

18.0

10.67

.75

8.7

5.2

12.50

1.0

.-m

li.3

5.6

3.19

.32

3.35

U.3.-

7.8

67

Interpretative Summary of Spelling.- -The data an the Stanford

Achievement Test Form Primary Battery J, (Spelling) as presented in

Tables 19-20, as summarized in Table 29, may be interpreted as follows*

1* There was no significant difference of the urban and rural

pupils on the spelling section because the "t" was less than

2.58, at the one per cent level of confidence.

[Interpretative Summary of Arithmetic- -The data on the Stanford

Achievement Test Form Battery J, (Arithmetic), as presented in

Tables 21-22-23-2U-25-26, as summarized in Table 29, may be interpreted

as follows:

1. There was a significant difference on the arithmetic reasoning

because the H" was more than 2.58, at the one per cent level

of confidence. Therefore, the difference between the urban

and rural pupils on this section was statistically significant*

2. There was no significant difference between the urban and

rural pupils on the Arithmetic Computation section because

the H" was less than 2*58 required at the one per cent level

of confidence.

3. The difference between the urban pupils and the rural pupils

on the Average Arithmetic was statistically significant*

Interpretative Summary on Battery Median.- -The data on th© Stan

ford Achievement Test Form Battery J, (Battery Median), as presented

in Tables 27-28, and summarized in Table 29, may be interpreted as

follows:

1. The wtH for the data on the battery median was .1*9, which was

not significant because it was less than the required 2*58,

at the one per cent level of confidence.

2. The difference between the urban pupils and the rural pupilson the battery median section of the Stanford Achievement

Test was not statistically significant.

TABLE 30

SUMMARY DATA ON SOCIO-ECONOMIC! FACTORS ON THE PARENTS OF THE SIXTY THIRDGRADERS IN THE EDTON POSEY JOHNSON ELEMENTARY SCHOOL, ATLANTA, GEORGIA,

1961-1962

68

Factors

Marital Status s

Urban RuralNumber Per cent Number Per cent

Single

Harried

Separated

Divorced

312

10

5

9.9939.9633.30

16.65

2

22

0

6

6.66

73.26

0

19.98Total

Birth Location:30 100.00 30 100.00

Atlanta

Fulton

Dekalb

Decatur

Out-of-State

Quitman

Thompson

Calhoun

Necman

Catoosa

Winder

Occupational Statust

Unskilled

Unemployed

Skilled

Total

86.58

0

13.32

Number of Rooms in School1-2 2

3-6 27-10 8

U-lh 6or more

No response 7_.otal

Number of Teac

1-2

3-k$ ~6

or mere

0

6.666.66

86.58

ational Status?

k - 6

7-910-12

College

No response

Total

13.32

19.98

56.61

9.990

0

9.9919.98

U3.2933.32

3.339.99

69

Interpretative Summary an the Socio-Eoonomie Data*- -The data on

the Socio-Economic factors, as presented in Tables 1-10, and summarized

in Table 30, may be interpreted as follows:

1, The data appear to warrant the conclusion that the highest

percentage of the parents were married, with only $ or 16*65per cent of them single, and 10 or 33*30 per cent of them

separated*

2* The data revealed the highest percentage of the mothers and

fathers were born in Atlanta, representing 12 or 39*96 per

cent. In the rural areas, Neman represented the highest

percentage with 8 or 26*6k per cent of the parents born there*

3* The data revealed that the largest number of mothers were

employed in non-skilled jobs, with 6 or 19*98 per cent of

them employed as maid; 3 or 9*99 per cent housewivesj 13 or

1*3*29 per cent as cook* 2h the skilled area, k or 13*32 percent were nurses, and 2 or 6*66 per cent dressmakers.

U* The fathers showed their highest percentage of employmentin the unskilled areas, which indicated 16 or 53*28 per emtj

13 or k3*29 per cent wer© skilled laborers, and h or 13*32per cent gave no response*

5* The data revealed that 15 or U9*95 per cent of the mothersattended urban schools and 9 or 29*97 per cent of the fathers

attended urban schoolsj 16 or 53*28 per cent of the mothersattended rural schools and 13 or U3*29 per cent of the fathers*

6* The data revealed that the majority of the parents attendedschools with 7-10 classrooms j 22 er 73*26 per cent of the

mothers attended schools with 7-10 classrooms, and 18 ©r 59»9kper cent of the fathers attended schools with 7-10 classrooms*

Two or 6*66 per cent of the mothers and fathers attended schoolswith 1-2 classrooms, respectively*

7* The data revealed that all the mothers had attended schoolswith more than two teachers. Twenty-six or 86*58 per centhad 6 or more teachers, while 2 or 6*66 per cent had 3 teachers*However, the data on the fathers indicated that 2 or 6*66 percent of the fathers attended school with 2 teachers and 2 or

6*66 per cent attended school with 3 teachers. Eleven or36*63 per cent attended schools with 7 or more teachers.

70

The data revealed that 8 or 26.61* per cent of the parentscompleted grades 1-3, while 9 or 29,97 per cent of the

parents had attended college. Sixteen or £U23 per cent ofthe parents finished grades U-6. Twenty-two or 73*26 percent of the mothers completed grades 10-12j Uj, or U6«62 percent of the fathers completed grades 10-12{ while 3 or 9*99

per cent of the fathers gave no response*

CHAPTER III

SUMMARY AND CONCLUSIONS

Introduction*- -It is a truism that the school and the family

share responsibility for educating the child. Still there is great

variation from one school to the next in the degree to which a policy

of active cooperation between school and family is accepted and acted

upon* It is most evident that the achievement of the child is involved

with certain social factors which are experienced by him. Interestingly,

enough, educators have varied concepts as to the isqportanc© of cestain

social factors involved in the achievement of the child* 2h all

probability, these concepts are based on the actual knowledge of the

pupils progress. While on the other hand, the expressed views may be

merely personal ideas* Often these personal ideas tend to destroy

rather than help promote an effective educational program*

The investigator of this research believes that if serious

consideration is given to the examination of certain pertinent factors

that are presently existing in the area of achievement as it relates to

some social factors, the role of the school in meeting the situation

would be better understood* If the educational policy-makers and class

room teachers would scientifically acquire an image of that role, a

more harmonious relationship would exist between the school and com

munity and ultimately would result in higher standards of achievement*

Q* N. Blair, E* H. Jones, and R. H. Simpson, Educational

Psychology (New Torks Macmillan Book Company, 195k)$ p* 516,

71

72

In harmony with the belief expressed in this paragraph, this researcher

undertook in this study to ascertain the social influence upon the

achievement of a group of third grade pupils enrolled at the Edwin Posey

Johnson Elementary School, Atlanta, Gecrgia. This report is an account

of the undertaking.

Rationale.- -What is the concept of social factors to a teacher?

lhat use can he make of it? Primarily, the concept of social factors

helps him to understand the purpose of the school* In any society,

the school exists for the purpose of inducting the young into the culture.

Only as its young takes on the customs, traditions, ideas and other

elements of the culture can society continue to exist. The education

of the young In the ways and beliefs of their elders is just as essential

to the maintenance of a society as is biological reproduction. For if

each generation had to begin anew to work out ways of satisfying its

needs, man's development could not rise much above the subhuman level.

By the process of passing on the cultural accumulation from one genera

tion to the next, man builds an increasingly rich environment for toe

nurture of his offspring. Each generation then has a better opportunity

than its predecessor to advance itself to a higher level of social

existence. The task of the school is to assist in the process of passing

on to the new generation those cultural elements having the greatest

promise of contributing to human advancement.

Allison Davis, "Socio-Eeonomie Influence on Learning,11 Phi Deltafe XXXII-LVI, (January, 1951), 5$$6 "~

73

The teacher can educate only as he selects the appropriate

elements of the culture and uses them in such ways as to influence

the development of the individual. Both materials and methods of

instruction are taken from the culture. The statements of facts,

laws, theories, social and moral, and aesthetic norms together with

all other elements of school subject-matter are selected from the

culture. Because there is always a great reservoir of subject-matter

not used in the school, the teacher may be called upon at any moment

to justify the choice among the possible instructional materials.1

Evolution of the Iroblaiiu- -This problem evolved as a result

of the following observations and beliefs of this writer as well as

the desire on the part of this writer to satisfy a natural curiosity

and more specifically, to seek authentic substantiation of those

observations and beliefs;

1. The general achievement of the pupils is determined to agreat degree by certain social factors specifically derivedfrom family background.

2. Much of the laxity in the Parent-Teacher Association resultsfrom school-parent-community indifference.

3. The importance of the relationship between home and schoolis misconceived.

1*. A knowledge of the achievement of pupils as it relates tothe parental educational accomplishments is essential inpromoting an effective, functional educational program.

This study has satisfied the stated assumptions and helped to

develop an awareness of values which may be derived from a study of

this nature.

J— ■ — ■ , .

Ibid.

Ik

Contribution to Educational Knowledge.- - This investigator

feels that this study has resulted in the following values to the

writer, that have value also to other persons involved in teaching

and administration of the Edwin Posey Johnson Elementary School, and

to other persons involved in regularly circumstance schools.

!• Renders implications to the school administration for improving

the educational program*

2. Indicates significantly the achievement of the pupils of

Edwin Posey Johnson Elementary School as it is affected by

certain social factors involved*

3* Suggests avenues for promoting improved sehool-parent-eem-

munity relationships*

k* Enables educators to consider the results obtained in termsof educational offerings, where such seem warranted and

expedient, and in terms of achievement maintained by the

pupils*

Statement of the iypblem*- -The problem involved in this study

was to determine the affect, if any, of certain social factors on the

achievement of third grade pupils enrolled in the Edwin Posey Johnson

Elementary School, Atlanta, Georgia, 1961-1962*

Scope and Limitation of the Jfroblem*- -This investigation was

limited to the extent that it concerns only the available social factors

involved in the achievement of sixty pupils enrolled in the third grade

of Edwin Posey Johnson Elementary School, with the expectation that the

implications may be pertinent to the future progress of the instruction

by the classroeia teachers and the Edwin Posey Johnson Elementary School*

The pupils were divided into two groups: pupils of urban areas and pupils

of rural areas* It was limited to the differences of these two groups

1$

in three areas: reading, spelling, and arithmetic, as measured by th©

Stanford Achievement Test. As a result of these limitations no attempt

■was made to identify the causative factors operative, if any, in reading,

and spelling, not to isolate the cause of inadequacies apparent in

arithmetic*

Pnrpose of the Study*- -The major purpose of this research -was

to ascertain, identify, and describe certain selective social factors,

and to draw a comprehensive portrayal of the status and school achieve

ment of the thirty urban and thirty rural pupils enrolled in the Edwin

Posey Johnson Elementary School, Atlanta, Georgia, 1961-1962* The

specific purposes of the study were:

1* To ascertain the chronological ages of the thirty urban and

thirty rural pupils*

2. To ascertain the educational status of the parents of the

thirty urban and thirty rural pupils of the third grade*

3* To determine the school achievement of the thirty urban

and thirty rural third grade pupils born and are from

urban areas*

k* To determine the school achievement of the thirty urbanand thirty rural third grade pupils born and are from

rural areas*

5* To determine the size and kind of schools attended by the

parents*

6* To determine the difference, if any, between rural and

urban identified third grade pupils*

7* To determine the difference, if any, in school achievement

of pupils between urban and rural parents*

8* To formulate whatever implications, if any, for educational

theory and practice derived from the analysis and interpre

tation of the data collected in this research*

76

Definition of Terms»- -For the purposes of this investigation,

the following terms are defined?

1. "Achievement11, refers to the important skills, knowledge,

and understandings commonly accepted as desirable outcomes

of the major branches of the elementary curriculum.

2. "Social Factors11 refers to the influence upon the child's

store of skills, knowledge, and understandings of such social

factors ass parents formal education, social status as

indicated by parents occupation, sophistication as shown by

urban or rural factors.

3. "Urban Pupilw refers to the thirty pupijs who had parents

of urban birth and were themselves born in an urban area*

k» "Rural Pupil11 refers to the thirty pupils who had parents

of rural birth and were themselves born in a rural area.

Recapitulation of Research-Design.—The significant aspects of

the Locale and Research-Design of this study are outlined below.

1. Locale of the Study: Edwin Posey Johnson Elementary School

is a large three-story brick building with a combination

cafeteria and auditorlum, and a small room used as a

library resource room. However, it is not large enough to

provide all of the 1500 pupils with a full school day.

Approximately three-fourths of them are on swing-sessions

and do not get the benefit of a full school day until after

they reach the fourth grade. There are forty-seven teachers

with one being released for counseling services, and one

released for art. There is also a full-time librarian.

2. Period of Study: This investigation was pursued during

the 1961-1962 school year in Area V, Atlanta, Georgia,with the subjects being the third grade pupils and parents

served by the Edwin Posey Johnson Elementary School.

3. Method of Research: The Descriptive-Survey Method of research,

incorporating the techniques of the questionnaire and testing,

was used to collect the data.

U. Description of Subjects: The subjects involved in this

research were thirty urban and thirty rural pupils enrolled

in Edwin Posey Johnson Elementary School, together with their

parents who were designated as the respondents to the

77

questionnaire in this research. In this third grade there

were thirty boys and thirty girls« ranging in age from 8

to XO years*

5* Description of the Instruments: The research instruments

used to gather data for this research were as follows:

A questionnaire, specifically designed and validated under

the supervision of competent workers in the area of

educational research, and the Stanford Achievement Test,

(Irimary Battery-Form) •

More specifically, this questionnaire was designed to get

some pertinent information about the parents of the pupils

involved* Questions on the were as follows:

1* Ihere did you go to elementary school?

2. Name the state and county*

3* How big was the school? Make a check under the correct

heading. 1 teacher - 2 teachers - 3 teachers - k teachers -5 teachers - 6 teachers or more - •

k» Draw a circle around the last grade you reached before

you left school.

1-2-3-11-5-6-7-8-9-

10 - 11 - 12 - •

5>. Did you attend college? If so, circle the number of years•

1-2-3-U--5-6-.

6. What is your occupation?

7. Ihere were you born? City County •

The Stanford Achievement Test is the designation of a

series of comprehensive tests designed to measure the

important skills, knowledge, and understandings commonly

accepted as desiisable outcomes of the major branches of

the elementary curriculum. The tests are intended to

provide for teachers, supervisors, administrators, and

others concerned with the growth and development of

elementary school children, dependable measures of these

outcomes, comparable from subject to subject and grade

to grade, for use in connection with the improvement of

instruction, pupil guidance, and evaluation of progress.

78

The tests have been planned with a view toward simplicity

of administering, scoring, and interpretation, so that they

may be used effectively by persons with little or no formal

training in the use of standard tests.

The first edition of the Stanford Achievement Test, consisting

of Forms A and B, was issued in 1923, A thorough revision

of this original edition resulted in the publication in

192° of a second edition, known as New Stanford Achievement

Test, Forms V, 1, X, Y, and Z. This edition was, in turn,

superseded by entirely new forms D, E, F, G, and H, in 19&0.The present edition of Stanford Achievement Test, comprising

Forms J. K. L. M. and N, is, therefore, the fourth in the

series of Stanford Achievement Tests. These periodic

revisions, each amounting in effect to the production of an

entirely new group of tests, have been undertaken to insure

that the content of the tests may be closely attuned to what

is actually being taught in schools.1

6, Criteria of Reliability: The criteria of reliability of the

statistical measures involved were: Fisher's Hn of 2.58*at the .01 per cent level of confidence for infinite degrees

of freedom* The .01 per cent level of confidence was chosen

in order that ninety-nine times out of every one hundred the

results would be accurate.

7* Procedure: The following procedural steps were used in

developing this research.

1. Permission to carry out the proposed study was obtained

from the proper authority.

2. The related literature pertinent to this research was

analyzed, summarized and presented in the finished copy

of this thesis.

3. A specifically designed questionnaire, validated under

the supervision of competent workers in the area of

educational research, together with a letter of ex

planation, were sent to the subjects to ascertain the

data required for this research.

k* Testing readiness was developed within the participatingpupils through explanations and discussions.

5. The Stanford Achievement Tests (Primary Battery) were

administered to the subjects.

F. Kuhlman, Madden, Terman, and Runch, Stanford AchievementTest, Primary Form J (New Jersey: Personnel Press, Incorporated, 1952).

79

6. The data from the questionnaires and tests were tabulated,graphed, analyzed, and interpreted, with the necessary

computations, analysis and interpretations and presented

under proper captions and appropriate tables to yield

answers to the statements involved in. the purpose of

the study.

7* The basic data were statistically treated through such

measures as: the mean, median, standard deviation,

standard error of the mean, standard error of the dif

ference between the mems, and Fisher's tttn*

8* The findings, conclusions, implications and recommendationswere formulated for inclusion in the thesis copy; and

will be presented in Chapter III,

The remaining sections of this research win be presented in

the following orders Summary of Related Literature, Summary of Basic

Findings, Conclusions, Implications and Recommendations*

Summary of Related Literature.- -The related literature pertinent

to this problem may be summarized as follows:

1* The concept of social factors helps the teacher to understand

the purpose of the school* In any society, the school exists for the

purpose of educating the young into the culture*

2, Educators have varied concepts as to the importance of

certain social factors involved in the achievement of the child*

3* The teacher can educate only as he selects the appropriate

elements of the culture and uses them in such ways as to influence

the development of the individual*

k» Achievement test is very much needed by the classroomteacher in that it affords one of the best techniques used for making

effective survey of the pupils achievement* Ihen tests are given to

the pupils in the elementary school, it is possible to identify areas

of weakness or strength that a pupil may possess.

f>. The school must take into account the readiness of typical

pupils in planning its program, and them must modify within the program

to take care of individual differences.

80

6* On the basis of tests given to pupils, the teacher is able

to obtain information that can add materially to the effectiveness

of instruction*

7* The investigator of this research believes that if serious

consideration is given to the examination of certain pertinent

factors that are presently existing in the area of achievement, as

it is related to some social factors, the role of the school in

meeting this situation would be better understood*

8* Every child is unique and differentj each has its individualproblems; each has its individual assets; and each has its difference

in family status, consequently, the teacher should search all ages

and interest or achievement levels accordingly, so that the programill conform to the needs of all*

9* Every child matures in an environment that is peculiar to

itself* The effect of all the elements of this environment thatgradually stimulates the development of the organism into a socialperson can be called the individual's heritage*

10* As the culture changes from day to day and year to year,new demands are made upon children and youth as well as adults*Many of these individuals are unable to respond to these demandssatisfactorily without some sort of systematic help*

XU Patterns of behavior in the home become the patterns ofbehavior of the child* As a result of undesirable home attitudes andbehavior, the child may learn to be dishonest*

Summary of Basic Findings

Summary of Basic Findings*- -The summary of the basic findings

of this study which revealed the affect, if any, of certain social

factors on the achievement of the Sixty Third Grade Pupils enrolled

in the Edwin Posey Johnson Elementary School, is presented in the

paragraphs to follow* The detailed data have been extracted from

the (28) tables presented in Chapter II.

81

Marital Status

Table 1

Marital Status»~ -The data appear to -warrant the conclusionthat the highest percentage of the parents -were married, with only

5 or 16,6£ per cent of them single, and 2 or 6.66 per cent of themseparated*

Place of Birth

Table 2

Place of Birth of the Parents,—The data revealed the highestpercentage of the mothers and fathers born in the urban areas was in

Atlanta, representing 12 or 39*96 per cent, 3h the rural areas,Brooks County represented the highest percentage with 8 or 26,6k percent of the parents born in this area.

Occupational Status

Tables 3-1*

Occupational Status,- -The data revealed that the largest

number of mothers were employed in non-skilled jobs, with 6 or 19,98

percent of them employed as maids; 3 or 9*99 per cent housewives,

13 or U3«29 per cent cooks. In the skilled area, k or 13,32 percent were nurses and 2 or 6,66 per cent dressmakers.

Very similar to the mothers, the fathers of the sixty third

grade pupils showed their highest percentage of employment in the

unskilled areas, as indicated by 16 or 53*28 per cent, while 13 or

U3»29 per cent were skilled laborers. Four or 13,32 per cent gaveno response or were unemployed.

Number of Rooms

Tables £-6

Number of Rooms in the Schools Attended by the Parents.- -

The data revealed that all of the mothers had attended schools withmore than two teachers. Sixteen or 53,28 per cent had 6 or more

teachers, with 2 or 6,66 per cent having had 3 teachers. However,with the fathers, 2 or 6,66 per cent attended schools with 2 teachersand 2 or 6,66 per cent with three teachers. Eleven or 36,63 percent of them attended schools with six or more teachers.

Number of Grades Completed

Tables 9-10

Number of Grades Completed,- -The data revealed that k or

32

13*32 per cent of the parents completed grades 1-3, while 6 or 19*98per cent of the parents finished college. Two or 6,66 per cent

attended vocational schoolaand 7 or 23.31 per cent of the motherscompleted grades 10-12$ 6 or 19,98 per cent of the fathers completedgrades 10-12•

Chronological AgesTables n-12

With reference to the chronological ages, the following measureswere obtained: for the urban pupils a mean score of 102,52, a medianscore of 108, a standard deviation of 11,32, and a standard error ofthe mean score of 1.39! whereas, for the rural pupils a mean scoreof 10lj.,l*0, a median score of 106, a standard deviation of 1*,12, anda standard error of the mean of £.33. The two groups showed a difference in the mean score of 1.88, with a standard error of the differencebetween the mean scores of 2.1*, with the resultant "t" of ,783. whichwas not significant,

Stanford Achievement Test, Form Primary J

Tables 23-U

Word Meaning.- -With reference to the "word meaning scores"the following measures were obtained: for the urban pupils a meanscore of 1*8.5, a median score of 1*8.88, a standard deviation of 6.65,and a standard error of the mean of 1.2l*j whereas, for the ruralpupils a mean score of 30,5, a median score of 32.66, a standarddeviation of 15*35> and a standard error of the mean of 2.85, Thetwo groups showed a difference in the mean score of 18.0, with astandard error of the difference between the mean scores of 3,19, withthe resultant "t" of $*6, which was very significant,

Stanford Achievement Test - Paragraph MeaningTables 15-16

Paragraph Meaning.- -With reference to the paragraph meaningscores the following measures were obtained: for the urbaa pupils amean score of 29.5, a median score of 30,]*, a standard deviation of8,0, and a standaed error of the mean of 1.5* whereas, for the ruralpupils a mean score of 20,5, a median score of 22,0, a standarddeviation of 7,5, and a standard error of the mean of 1.1*. The twogroups showed a difference in the mean score of 1.1*, with a standarderror of the difference between the mean scores of 9,0, with theresultant Mt" of 1*,3, which was very significant.

Stanford Achievement Test - Average ReadingTables 17-18

83

Average Reading.- -With reference to the average reading scores

the following measures were obtained: for the urban pupils a mean

score of 39»5, a median score of Jj.0.21, a standard deviation of 10.8,and a standard error of the mean of 2.00j whereas, for the rural

pupils a mean score of 28.83, a median score of 26,77, a standard

deviation of 9•ha and a standard error of the mean of 1.75. The twogroups showed a difference in the mean score of 10,67, with a standard

error of the difference between the mean score of 3.3I4,, with theresultant "t11 of 3,19, which was very significant,

Stanford Achievement Test - Spelling*"Tables 19-20

Spelling:.- -With reference to the spelling scores the follow

ing measures were obtained: for the urban pupils a mean score of 58.85,

a median score of 60.06, a standard deviation of 6.85, and a standarderror of the mean of 1.275 whereas, for the rural pupils a mean score

of $9»$9» a median score of 60.25, a standard deviation of 10.5$, anda standard error of the mean of 1.96. The two groups showed a

difference in the mean score of .75, with the standard error of the

difference between the mean score of 2.33, with the resultant H11 of•32, which was not significant.

Stanford Achievement Test - Arithmetic ReasoningTables 21-22

Arithmetic Reasoning.—With reference to the arithmeticreasoning scores the following measures were obtained: for the urbanpupils a mean score of 2U.7, a median score of 2U.0, a standarddeviation of Iu5, and a standard error of the mean of 8.U; ishereas,for the rural pupils a mean score of 16.0, a median score of 16.77,a standard deviation of 8.25, and a standard error of the mean of1.53« The two groups showed a difference in the mean score of .75,with a standard error of the difference between the mean scores

of 2.75, with the resultant Mt" of 3»35, which was very significant.

Stanford Achievement Test - Arithmetic ComputationTables 23-21*

Arithmetic Computation.—With reference to the arithmeticcomputation scores the following measures were obtained: for theurban pupils a mean score of 13.39, a median score of 13.30, astandard deviation of 2.28, and a standard error of the mean of .1whereas, for the rural pupils a mean score of 8.2, a median score

of 8*3, a standard deviation of 2.2, and a standard error of the meanof .JO.. The two groups showed a difference in the mean score of 5.2,

111 Si/" Sfd' ?*?!* ^th certainty> that «» scores here recorded arew)5?t w ^? ^ consistency with other scores, that they are^accurate. However, they were taken from the score sheets as recorded,and are included here with this caution. '

with the resultant "t" of lj.»3, which was very significant*

Stanford Achievement Test - Average Arithmetic

Tables 25-26

Average Arithmetic.- -With reference to the average arithmetic

scores the following measures were obtained: for the urban pupils a

mean score of 33*28, a median score of 32.96, a standard deviation

of $»$, and a standard error of the mean of 1.02j whereas, for therural pupils a mean score of 21,35, a median score of 21.37, a standard

deviation of 6.25, and a standard error of the mean of 1.16. Thetwo groups showed a difference in the mean score of 12.50, with thestandard error of the difference between the mean scores of 1.60,

with the resultant ntM of 7.8, which was significant.

Stanford Achievement Test - Battery Median

T3 27-28

Battery Median.- -With reference to the battery median scores

the following measures were obtained: for the urban pupils a mean

score of 29.5, a median score of 30.U, a standard deviation of 8.0,and a standard error of the mean of 1.1*8$ whereas, for the rural

pupils a mean score of 30.5* a median score of 32.0, a standard

deviation of 7*5> and a standard error of the mean of 1.39| whereas,the two groups showed a difference between the mean scores of 1.0,

with the standard error of the difference between the mean scores of2.02, with the resultant Mt" of .k9» which was not significant.

Conclusions.- -The analysis and interpretation of the findings

of this study would seem to warrant the following conclusions.

1. It would appear that neither the urban nor rural pupils

possessed an advantage or disadvantage stemming from chrono

logical ages; for the difference in ages between the two groups

of third graders was found to be slight and statistically

insignificant.

2. It would appear that the urban and rural third graders

were experiencing dis-similar accomplishments in the areas of:

85

word meaning, average reading, arithmetic reasoning, arithmetic

computation!, and average arithmetic; for on the components

of the test between the two groups of third graders were found

to be marked and statistically significance, with a H" ranging

from 3*19 to 7.8. In each of these instances the significant

difference was in favor of the urban pupils*

3* It would appear that the urban and rural third graders

were experiencing approximately the same level of accomplish

ment in the areas of spelling, paragraph meaning, and battery

median; for on these components of the tests betmreen the two

groups of third graders were found to be approximately the

same with reference to "t11*

U* It would appear that the urban and rural third graders'

parents are predominantly in the unskilled occupations;

which fact tends to indicate a low economic status for these

two groups*

Implications*- -The findings and conclusions of this report

on research warrant that certain ijmplieations be drawn* The impli

cations of this study are:

1* That the grade inadequacies in the achievement levels

in arithmetic by both groups of pupils indicated an urgent

need for immediate and specific efforts on improvement in

instructional procedures; the vitalizing; the increase of

individualized help in this area*

86

2. In all probability, the achievement of a pupil is

influenced by the family background into which he is born

and in ishich he lives. The effect of this is evident in the

very significant difference in all of the areas tested with

the exception of one which was spelling.

Recommendations.- -The findings, conclusions and implications

derived from this research appear to warrant the following recom

mendations.

1. Explore the possibility of adult program of cultural,

recreational and vocations which will provide the opportuni

ties and means of up-grading the socio-economic status of the

adults of the Edwin Posey Johnson Elementary School community

population.

2. That the Edwin Posey Johnson Elementary School will

explore fully the advisability and practicability of the

immediate inauguration of a comprehensive and diagnostic,

and remedial program designed to identify and remediate the

areas of learning difficulties suffered by the pupils.

3. That the staff of Edwin Posey Johnson Elementary School

fully explore and identify, and put into action indicated

methodology of instructions designed to up-grade the members

and individual instructional efficiency.

U* That the staff of Edwin Posey Johnson Elementary School

will give serious consideration, together with implementing

87

action to the development of curriculum and non-curriculum,

living and learning experiences designed to vitalize and

enrich the curriculum sequence being taught in the school*

BIBLIOGRAPHY

Books

Benedict, R. Patterns of Culture. Boston: Houghton-Mifflin Company,1931*.

Davis, Allison. Deep South. Chicago: University of Chicago Press, 191*1.

Gesell, Arnold. Child Development. New York: Harper and BrothersCompany, 19i*9.

Goodenough, F. L. Developmental Psychology. New Yorks Appleton-Gehtury-Crofts Company, 192*9.

Powers, Francis. Psychological Principles of Education. New York:Appleton-Century-Crofts Company, 1933.

Terman, L. M. The Gifted Child: Handbook of Child Psychology. 2d ed.Worcester: Clark Ifaiversity Press, 1933.

Vernon, P. E. The Structure of Human Abilities. New York: WileyPublishing Company, 1950.

Wofford, K. V. Modern Education in the Small Rural School. New York:The Macmillan Company, 191*7. ■

Pamphlets and Bulletins

Kelley, Truman, Ruch, G. M., et al. Stanford Achievement Test Manual.New Yorks World Book Company, 1953.

Periodicals

Gray, Uilliam S. "The Role of Group and Individualized Teaching ina Sound Reading Program," The Reading Teacher. XI (December,1957), 99-101*. '

Moustaks, Clark. "Behavior of Rural and Urban Pupils," Child Study.XXXV (Winter, 1957-1958), 16-18, 20-21. "" "JL

Thorndik®, E. L. "The Nature, Purposes and General Methods of EducationalProducts," 17th Yearbook. National Society for the Study ofEducation, Part II, Chicago: Chicago University Press, 1939.

Tyler, R. W. "Educability and the School,11 Elementary School

Journals New York: 1929.

Unpublished Material

Adams, Nellie Ruth Wright. "Comparison and Analysis of the School

Achievement of Homogeneously Groups of Boys and Girls."

Unpublished Master's thesis, School of Education, Atlanta

University, 19U8.

Barber, Madge Lee. "A Comparison of Certain Socio-Economic Factorsand The Academic Achievement of Two Hundred Evening SchoolStudents of Booker T. Washington High School, Atlanta,

Georgia." Unpublished Master's thesis, School of Education,

Atlanta University, 1953.

Morgan, J. S, "A Comparative Study of Rural and Urban Ninth Grade

Pupils of the Summer Hill High School, Cartersville,

Georgia." Unpublished Master's thesis, School of Education,

Atlanta University, 1953.

90

VITA

Small, Anna Reese

Educations

Graduate of Main High School* Rome, Georgia* 1950J B. A«

degree Spelman College, Atlanta, Georgia, 1955* Major,Art* Plan to complete requirements far the M* A* degree,

School of Education, Atlanta University, August, 1S>62.

Thesis titles "Social Factors Involved in The Achievement

of Third Grade Pupils at The Edwin Posey Johnson Elementary

School, Atlanta, Georgia, 1961-1962.11

Experiences

Seven years of teaching experiences 1-year at Washington

Street High School, Quitman, Georgiaj 6»years at Edwin PoseyJohnson Elementary School, Atlanta, Georgia.

Personal Information:

Married. Member of St» Paul's of the Cross Catholic Church,

Member of Church Choir, Gate City Teachers Association,

American Teachers Association, National Education Association,and I. W. C. A.

3.P.Johnson -Oc^ool

'tlrntr;, Georgia

'cptarabcr ,?Q, 1«

1 cm c!o:'ng : stv-J on iocir.1 :?.-'Otor~ Invo"1^':5.:" In T]ie .'■c'.i

nent Cf T'.-.i-.-cl Ire >, "vpfl'- "Enrolled ''.t Tlic !M*'Ir Pone;; -Tohnnon

Elemo.ntr.ry '"chool, Vtlriitr.O^eorfjifi. V:Gl 1(:<>2 .

Yo'o.r help in o.n-^veri".^ tlie;;s fiiectlons uculd b-?. app::cici;'te

If you hrve ax\y cun -tions concerning the enclossr' :;her't,you any

rcc.ch se r.t 794 - "■;; 20.

-ineerely yours,

"rs. ;. 1. fe

QUESTJOHIAIHE SHEET

1. Child ' Shoe.

2, B&wwts

5, Where did you go to Elameatary

Father

State ;

ifother

Hum* «f Offio®

Bb» big waa the ifhool 1 Make a cheek (4 to the right space*

Father«

Mother.

I ,.ir.l. TeSkdkmm .J% .Teachflrrij % %»eher||^..|!ejaoher[« o or.

aiif v/ere Ifi the sehooi f liaJas a efe»elc ^'') in the right epae#*

llothor

1 Roan 2 Roomc ■Hooras 6 Boono ©©eras

5» Ugasr .&,X -..

.school,,,.

» 2.-f «T^> ^ * 5^-7 - M - B ~ 10 * -IX..^ 42.

went 'to oolleg® please eirele the ambttf ofy years.

1 year •5 -y«a3?s ... 4 years 6 years

2.years..

8, "Hhem were you born f

Mother I

Wat 1® yewr ocetipatioa

10'*' Cheofc ( } one it®:1, below f

STANFORD

ACHIEVEMENT TEST

TRUMAN L. KELLEY • RICHARD MADDEN • ERIC F. GARDNER « LEWIS M. TERMAN • GILES M. RUCH

Name. Age- Grade. Boy or girL

Teacher- SchooL Date of birth , _ _—.Year Month Day

City or Town- State. Date-

Grade Equiv.

Age Equiv.

%-ile Rank

1

Par.

Mean.

2

Word

Mean.

Aver.

Read.

3

Spell.

4

Arith.

Reas.

5

Arith.

Comp.

Aver.

Arith.

Battery

Median

Individual Profile Chart

GRADE SCORE SCALE

10 15 20 25 30 35 40 45 50

i ' I I I 1 1 1 1—

55 60

Par.

Mean.I i i i i I -f- ■+■ -t- i i l.i i i i I i i i i I

, Word

1 Mean.

3 Spell.

Arith.

: Reas.

; Arith.

Comp.

BattMdn.

Par.

Mean.

I i i i i I i I ii i, Word1 Mean.

I i i i i | i i 3 Spea

I i i i i I i i i i | i > i i |Arith.

Reas.

I i i ' ' I; Arith.

Comp.

i I i ' i I I -t- ■+- i I i i i i I i i i i I iBatt

Mdn.

-\ 1 1 1 1 1 1 1 1 1 1

1.0 15 2.0 2.5 3.0 3.5 4.0 4 5 5.0 5.5 6.0

GRADE EQUIVALENT SCALE

Issued 1958 by World Book Company, Yonkers-on-Hudson, New York, and Chicago, Illinois

Copyright 1952 by World Book Company. Copyright in Great Britain. All rights reserved, bhhted to

This test is copyrighted. The reproduction of any part of it by mimeograph, hectograph, or in any other

way, whether the reproductions are sold or arefurnishedfree for use, is a violation of the copyright law.

Stanford Primary: $

test l Paragraph Meaning

directions: Find the one word that

belongs in each space, and draw

a line under the word. Do not

write in the spaces.

samples:

Baby pets me.

I drink milk.

I say "Mew, mew."

I am a 51 .

51. cow kitten pony child

Tom had two apples. Fred had

four cookies. Fred said to Tom, "I

will give you two 52 if you will

give me one of your _5JL_."

52. oranges cookies cakes bananas

53. apples oranges bananas cakes

Jane has a pet.

He wags his tail.

He says "Bow-wow."

He is a * .

1. cat dog doll rabbit

Mary and John live in a big

2. tree Ijfiase farm yard

I am little.

I have hands.

I cry sometimes.

I am a 3 .

3. clown calf squirrel

I can hear a

4. star table house

See them laugh.

Something is 5

5. funny red big out

Grandma came to see Alice and Tom.

She brought a doll and a knife.

The knife was for Torn.

The doll was for 6 .

6. me us 4Ufifi brother

I live in trees.

I have feathers.

I lay eggs.

I am a ? .

7. squirrel bjrjl duck hen

I am blue.

I am far away.

You cannot touch me.

I am the 8 .

8. table chair garden

Frank wanted to go out to play9

but his mother said it was too wet

outdoors. Frank looked out the

window and saw that his mother wa&

right; the 9 was falling fast.

9. night storm rjin. cold

The little boy can throw a ball,

but he cannot 10 it.

10. make qUcJl. swing eat

We have a small pony.

We always try not to

hurt feed

it.

U. see

Father took us on a trip through the

mountains. Father drove slowly.

He said, "It is not safe to drive

12 on mountain roads."

12.

2 ]

far much alone

Go on to the next page.

Stanford Primary: J

test l Paragraph Meaning (Continued)

Sally cried because she thought

she had lost her doll. But her tears

turned to smiles when she saw good

old Sport coming through the gate

with the 13 in his mouth.

13. ball bone stick dsll

Mrs. White was ironing when the

telephone rang. She put down the

electric iron and went to answer

the call. She forgot to turn off the

electricity and the iron got so 14

that it 15 a hole in the ironing-

board cloth.

14. heavy hot sharp bad

15. left wjjrjt burned tore

Helen was sick. The girls at school

wrote her a letter. "Dear Helen,"

they said, "We hope you will soon feel

16 enough to come back to __1Z__."

16. w^H happy nice glad

17. church visit school town

You take some of these blocks.

I will build a house with a yard.

You build a fence around the 18

18. yard farm barn

Clowns are funny people in the

circus. They paint their faces and they

wear queer clothes. The children

laugh with joy when the _AL_ do

their 2Q tricks.

19. animals b^ojs women clowns

20. old new best

Bo-Peep lost her sheep.

She could not find them anywhere.

At last she went 21 and there

were the sheep. .

They had come back by themselves.

21. away farther home along

A fox fell into a well and was

trying with all his might to save

himself from being drowned. A wolf

looked down at him and said, "I am so

sorry for you. How did this happen?"

"Being sorry does not do me any

good/' replied the 22 . "K you

really want to save me from 23 }

help me get out of here."

22. fox sheep

23. worry drowning

man

|aiUng. trouble

The children went to the circus.

They saw elephants and monkeys

and many other animals.

There were many clowns and lots

of popcorn and peanuts. The children

said that they wished a 24 would

come every day.

24. parade clown ejrcug monkey

You can often find shells along the

edges of rivers and lakes.

An even better place to pick up

25 is by the ocean.

25. seaweed rocks shejls sand

Many Indians now live on land

aside for them by our government be

cause when the white men came they

took the 26 away from the 27 .

26. farms land cities houses

27. people farmers Negroes Indians

[ 3 ] Go on to the next page.

Stanford Primary i

test i Paragraph Meaning (Continued)

Once there was a boy who liked to earn

money. He lived in a house with a garden in

which he raised carrots. Every day he took

some of his 28 to the market to 29 „

28. money

29. spend

toys

show play

Dick and Ann had for a pet a white mouse

called Mickey. The children were fond of

Mickey and took him on their vacation trips.

They both took care of him. It was Dick's

job to keep the cage nice and clean, and it was

30 duty to see that the 31 got plenty

of the right kind of food.

30. his

31.

their Mickey's

children mice kitten

We went up in an airplane. At first we flew

near the 32 where we could see people and

animals. Later we could not see them. Our

plane was flying too 33 .

32. houses gjojmil town Mils

33. hMi low far fast

A long time ago farmers used sharp sticks

instead of plows to dig up the earth. Now

they have steel 34 pulled by horses or

tractors. They can cultivate large fields and

raise big 35 .

34. tools plows machines forks

35. t®ia&l&&s corn plants crops

In the back of most books is an index that

tells you on what page to look for any subject

written about in the book. Paul wanted to

know about bears. He looked in a book

about animals and found the right 36 by

looking in the 37 under "B."

36. idea spot letter pj£S

37. indjBx front book printing

On Saturday Mother gets

buys 38 from the butcher,

tables at the market and 39

the bakery. She buys enough

kinds to last until Monday.

38. bananas meat

39. oatmeal fruit

40. food packages

groceries. She

She buys vege-

and cookies at

40 of all

bread

meat

candy

dessert

The shaking of hands with the right hand

started in the days when everybody carried a

sword or a knife. In those days when one met

a stranger he would hold out his 41 hand

to show that he was friendly and didn't have

a 42 or a 43 ready for attack.

41. free right Igft^ nearest

42. sword spear weapon stick

43. fist gun knife club

gold used for jewelry is mixed with

some other metal, usually copper. Pure gold

is very soft and jewelry made of it would not

well. Therefore copper or some otherwear

44 is mixed with the gold to make it 45

44. mineral

45. brighter

metal. material chemical

prettier ggfJfiL harder

Insects that fly at night often make mistakes*

They cannot tell the light of the moon from

that given by an open fire. Sometimes these

46 fly into a 47 and are killed.

46. bees buds moths insects

47. flame house window car

I go to bed at seven o'clock. Bob stays up

until eight. We both rise at seven o'clock in

the morning.

Bob sleeps an hour 48 than I do.

48. longer more later Jejs*Stop.

No bighVT~2 8 4 5 6 7 8 9 19 1112 13 14 15 18 IT18 19 20 21 22 23 24 25 26 27 28 29 30 81 8* 38 34 85 36 37 88 39 49 4142 43 44 45 46 47 48

Gr.score 12 13 13 14 15 15 16 17 18 18 19 20 20 2122 23 23 24 24 25 25 26 27 27 28 29 30 30 3132 32 33 34 34 35 36 36 37 39 40 42 44 46 50 55 6168 77

[4 ]

TEST 2 Word MeaningStanford Primary:

directions: Draw a line under the one word

that makes the sentence true, as shown in

the first sample. Look at all four wordsand choose the best one.

samples:

A cat can

paint bark read jump

The name of a color is

farm milk jejl pet

1 A bird can

study write bark flj

2 We get eggs from

cattle hens- horses pigs

3 A bed is a place to

sleep read sit stand

4 A toy is used for

riding pushing S^y"1? working

5 A fish can

talk sing §wjpu fly

6 We laugh when we are

mean JiapnjL warm pretty

7 A young hen is a

rooster duck kitten ohifrten

8 Ice is made from

plants water salt glass

9 A room is part of

a yard an auto a sled a building

10 A mother must always take care of her

c^WsiiL, cooking sweeping husband

11 The floor of a room is at the

side back bottom top

12 On holidays most children

study travel work .glay

18 If Mary is with Jane, they are

tired talking scared together

14 A path is a place to

drive walk rijle remain

16 To earn money is to

spend it win it worlcforit lose it

16 We find water in

rocks l&kss bushes boxes

17 March is the name of a »

day week posfch year

a dish a lunch

many

fruit drink

berry weed

needles lumber

tlEO

college

three

town

find get

18 A bowl is

soup cereal

19 A ship is a kind of

field bird box

20 Above means

over VJdej

21 A grape is a

rose^ business

22 An onion is a

JfegeJiible bean

23 A sawmill makes

wire boots

24 A pair means

many one

26 A village is a

state farm

26 To save is to

work keep

27 To arise is to

get up rgsjL shine awake

28 Mary Smith and John Doe are cousins ifthey have the same

grandmojlaer mother sister daughter

29 Queer means

.strange bright old

30 A feast is a

plate meal crawn

31 Around means

next under alone

32 To receive a letter means to

mailit get it write it

33 Marvelous means

pleasant distant wsnderful

34 A customer is one who

pjanjs works buys learns

35 When you connect two railroad cars, you

pji§.hthem join them lift them run them

36 To be content is to be

faithful satisfied free. fair

37 To learn is the same as to

try teach find out look for

38 To lash is to

whip deceive desfiox. waste

pleasant

dance

about

see it

great

I No. hioht 1 8 3 4 5 6 7 g 8 10 1112 13 14 15 16 1? 18 19 80 21 22 23 24 25 26 27 28 29 80 31 32 88 84 35 36 37 38I Gr. score 13 13 14 15 16 16 17 17 18 19 20 21 21 22 23 24 25 25 26 27 28 29 29 30 31 32 33 34 35 36 37 39 41 43 45 49 53 58

Stop.

[5 ]

TEST 3 Spelling

Stanford Primary: J

1.. 16.

17.

3.. 18.

19.

20.

6.. 21.

22.

8..23.

9. 24.

10.25.

11.26.

12..27.

13..28.

29.14..

15.-,30.

No-right 1 2 3 4 5 6 7 8 9 16 1112 13 H 15 16 17 18 19 20 2122 23 24 25 26 27 28 29 30

Gr. score II 12 13 14 15 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 35 37 39 42 44 47

[6]

4 Arithmetic ReasoningStanford Primary: }

1955 MAY 1955

Sun. Thurs. Sat.

14 How many cars are 2 cars and 3 cars?

« There were 3 boys and 4 girls playingin the sand. How many boys andgirls were playing all together?

16 Jane had 3 dolls, Ellen had 4, andSue had 1. How many dolls did all ofthem have?

17 There were 9 children playing. Then

3 went home. How many were left?

18 There are 8 apples on the table. If

we eat 5 of them, how many will be

left?

19 We counted 11 carrots in one row of

the garden, 6 carrots in another, and

15 carrots in another. How many

carrots are there in the 3 rows?

20 Hazel made 12 cakes for the party.

Ruth made 7 and Joan made 24. How

many cakes did they all make?

21 Three dimes and two nickels are howmany cents?

22 Judy has 16 jacks and Hazel has 9.

How many more jacks has Judy thanHazel?

23 Dick earned 7 dollars. His work is

one third done. How many dollars are

3 times 7 dollars?

24 Helen bought a book for 38 cents.

She gave the clerk 50 cents. How

many cents change should she have

received?

26 Bob's mother had 7 quarts of ice

cream. The boys ate a gallon. How

many quarts were left?

NO. BIGHT 12 3

Gr. score below 10

1 5 6 7 8 8 10 1158131415 16171119 28 2122 23 24 2TIStop.

10 11 12 13 15 16 18 19 21 23 25 27 29 31 32 34 36 38 40 43 46 49 I

7]

Stanford Primary > 3

TEST 5 Arithmetic Computation

directions: Get the answers to these examples as quickly as you can without making

mistakes. Look carefully at each example to see what you are to do.

Addition:

2

+ 1

3

+ 3

3Subtraction:

4

-2

2

2

-1

1

+ 5

5

-3

2

+ 3

6

-5

5

+ 2

8

-1

8

+ 2

6

-3

4

+ 3

7

-4

2

+ 7

9

-2

4

+ 6

1 0

-4

9

+ 4

9

- 6

31+ 28

38

24

60

+ 29

87

-30

Add

3

5

J_

49

-47

Multiply

1 4

X2

£of8 =

8+4 =

Add

7

5

0

_9_

92

-69

Divide

25TT

Add

25

+ 84

17-9 =

1 26

-52

725

487

Add

23

+ 6

Multiply

6

X2

Add

387

25

924

Add

$ 7.6 8

+ 4.9 0

$

89

-25

Add

1 73

+ 560

Multiply

230

X2

Divide

35T5T

27

-2

2X5 =

427

-1 83

422

-385

|Ko.woht 1 I 3 4 5 6 7 8 9 10 U 12 13 14 15 16 17 18 19 20 81 82388435 3837 Ml8841 414148444148

I Gr. score 12 13 14 14 15 15 16 17 18 18 19 19 20 20 21 21 22 23 23 24 24 25 26 26 27 27 28 28 29 29 30 3132 33 33 34 35 35 36 37 38 38 39 41 44 45