o

^ en

49

n

Boston University School of Education

THESIS

Can Marks and Report Cards Be Abolished in the Elementary Schools?

Submitted by

Robert Joseph Newbury

(B.S., State Teachers College, Bridgewater, 1928)

in partial fulfillment of the requirements for the degree of Master of Education

193^

y.r^ ^ead^r - ccWl C^^ajg, .^^.~P,.Z. Induced. or,

feston University Schecl of Education Library

V

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TABLE OF CONTENTS

Chapter

I, Origin of the Report Card

Kind Used Contents

II. Use of the Traditional Report Card with Uniform Standards

The Traditional Report Card

Explanation of Marks

Standards of Excellence . . . Standards for Average

Correlation of Teachers' Marks for Two Marking Periods . . .

Correlation of Teachers' Marks over a Two Year Period ....

III. Revision of the Report Card from the Traditional Form to the Newer Type in a Rural Community

IV. Substitution for Marks ,

Goal Card Used in Bronxville, New York Report Card - Salt Lake City ,

V. The Use of the personal Letter in Report irig to Parents ,

» » • • •

The Experiment at Fresno, California

The "No Report Card System" at Newton, Mass

''Suggestive Criteria for Pupil

Study and Evaluation"

Sample Case Letters VI. Summary and Conclusion VII. Bibliography ,

Page 1

2

6

19 19 21

23 25

29

32

36 58 67 69

74

74

89 ,

91

92 j 98 ' .103 i

«^ ...

- C —

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LIST OF ILLUSTRATIONS

Page

Table I Distribution of Replies 4

(Report Cards) by States

Diagram 1 Miscellaneous Items on Report Cards 11

Diagram 2 percent of Cities Listing General

School Subjects on Report Cards 12

Diagram 3 Percent of Cities with Habit and

Attitude Items on Report Cards 13

Diagram 4 Percent of Cities with Habit and

Attitude Items on Report Cards 14

Diagram 5 Percents showing Outstanding Habit

and Attitude Items on Report Cards 15

Figure I Scholarship Marks - First Marking period 31

Figure II Scholarship Marks - Second Marking Period 31

Figurelll Summary Scholarship Marks, 1930-1931 33

Figure IV Summary Scholarship Marks, 1931-1932 33

Table II Attitude of Parents Toward New Reports 85

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THE PROBLEM: The purpose of this study of report cards and marks in the elementary schools is to:

1. Trace the origin of the report card form and explain its contents.

2. present a situation where a traditional report card is used showing the results of uniform standards ,

3. Give an example of continual revision of the report card from the traditional form to the newer type in a rural community.

4. Show the value of the teacher's constructive criticism as a substitute for marks.

5. Tell about the use of the personal letter in- stead of a report card,

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Cliapter I Orlp;ln of the Report Card

"One of the earliest systems In the United States was the one In which the teachers wrote the grades and remarks on the fly leaf, or on the margins of the leaves of the pupils' text-books. This custom of record keeping was used to some ex- tent from the time of the colonial schools until school author- ities began to send report cards to parents."^ This procedure could be easily followed In the early days of our public schools. Often a pupil would use the same books for a few years. The comments of the teacher or teachers accumulated on the fly leaves. These personal estimations of scholarship belonged to the pupils because they owned the books.

The first trace of keeping a record of marks for the •^public view" Is found In the Connecticut Common School Journal In a discussion concerning the keeping of the register. "Faith- fully kept, open at all times to the Inspection of parent and visitors in the school, communicated weekly or monthly to par- ents and guardians, and the result for each scholar read at the close of the term, a register would be the original document for accurate instead of conjectural school returns, a powerful and unobjectionable stimulus to the ambition of pupils, an important auxiliary to teachers in securing regular and punctual habits of attendance and study." |

The Common School Journal for the next year brings forth

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1. F.E. Knight - "The Construction of a Cumulative Record for Elementary Schools", (unpublished Master's Thesis, Yale Univ.

- ^927

2. Connecticut Common School Journal, vol.1, 1838-1839 ,p . 174

a formal report card which was commonly used in a restricted locality. "In many schools, the committees and teachers have gone altogether beyond the requisition of the law, and have adopted the practice of keeping a record of the recitations and behavior of each scholar, and of sending home a weekly or month- ly abstract, as a report to the parents and guardians. The re- sult has been to interest parental cooperation in the work of the teacher, and to bring a powerful and unobjectionable instru- ment of moral discipline into the school.""^

The following is a report form which was issued in sever-'

al of the common schools in Hartford, Connecticut and the gen- 2

eral vicinity.

^Weekly Report for_

tThe Parent or Guardian is requested to examine and sign I this report weekly

I principal

winter Term 1838-9

Attendance ,

1

OS 1

(Ut

:i

>>'

^ I

'd,

a

U '

o

73 t

00 1

1

Ot

EH

Deportment ,' Improvement

o o

0)

-p

ai

0)

(6

Remarks

Sip;n.

(From Connecticut Common School Journal, vol.1, p. 192

- 1838-1839)

1. Connecticut Common School Journal, vol.11, 1839-49, p. 192

2. Ibid - p. 192, Appendix 6

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A recent study of how report cards originated states: "The pupil report had its origin in a 'deportment' card. In I863 Superintendent Sill in ais annual report to the Detroit Board of Education suggested that there should be devised some just and uniform plan of keeping account of scholarship and de- portment of all the pupils in the schools and also some system of frequent reports to parents for pupils' standings in Junior

h1

and senior grades in high school. Evidently this suggestion was not carried out, for we find the principal of the high school complaining in 1889 that "The work of monthly reports (to parents) would be enormous and unnecessary, for more impor- tant work should be sacrificed by teachers for this drudgery. Parents may assume fair work if no notice to the contrary is received. "

"Up to this period, it was customary for teachers to keep all pupils' records in a school register based upon the one recommended by Horace Mann in his tenth report given in the Con- necticut Common School Journal of 1846.

"The spread of democratic ideas in education brought the home and school into closer relationship and by the middle nine- ties, the deportment card had come into general use, evidently, and had much the same form and content as the conservative type in use today. One card was used from G-rades 1-8 "but pupils in G-rades 1 and 2 were not marked in as many subjects. The emphasl|s was entirely on subject matter, but a mark was given in deport-

ment, or conduct as it was sometimes called.

. h2

1. Mary N. Holland - ''Creating Effective Pupil Reports" - Bulletin No. 10, Dept. of Elementary School principals, p. 363

2. Ibid.

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Ttiis survey constituted a part of the work of a conimittee appointed by Dr. Samuel L. Chew, Superintendent of District 5» Philadelphia, Pennsylvania. A survey of pupil report card forms was made to get a general view of the things existing in report cards to enable a committee "to formulate a report form superior to those being used at the present time.

Sample report cards were studied from the principal citiefB in the country. Alaska, Hawaii, Phillipine Islands, Mississippi, Arkansas, South Dakota, New Mexico, and Nevada failed to send report card forms for examination. There were two hundred and twenty-four responses in all. Table I gives the number of re- plies listed according to states.

Table I - Distribution of Replies by States State or District Number of Cities

Massachusetts New York New Jersey Illinois Pennsylvania Ohio

California Indiana Virginia Michigan Wisconsin

20 20 16 14 12 12 10 9 6 6 6

1. Francis E. Homer - "A Survey of Elementary School Pupil Report Forms", Bulletin No. 8, Dept. of Elementary School Principals, p. 218

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Connecticut Florida Kentucky- Iowa

Washington Maine

Rhode Island

Maryland

Texas

Montana

Vermont

South Carolina

Georgia

Minnesota

Missouri

Oklahoma

Colorado

New Hampshire

Delaware

North Carolina

Alabama

Tennessee

Nebraska

Kansas

Louisiana

Wyoming

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Oregon

West Virginia

North Dakota

Idaho

Utah

Arizona

Porto Rico

District of Columbia

2 1 1 1 1 1 1 1

G-eneral Characteristics of Report Card Forms

Time covered - Sixty-five and one half percent of the cities studied use report cards for a school year. "The remaining y^»5 percent of the cards are for one term only."^ Frequency of issue - Slightly more than one third of the report card forms used by cities are sent out every month. Twenty- eight and seven tenths percent of the cities give out reports three times each term. Nineteen and one half percent of the cities give reports twice a term. Thirteen and three tenths percent give four reports per term. Bi-monthly issues of marks are given by three and five tenths percent of those reporting, "issues of once and three times a year are used by one city each of those reporting.

Sub.jects listed - Fifty-five percent of the cities report on general school subjects, specifying each subject for an indiv- idual mark. Forty-two and nine tenths percent of the report

1. Ibid. , p. 219

2. Ibid.

1

forms list a combination of school subjects, habits and attitudes.

Three cities do not list subjects but leave a blank space which

may be used for reporting on subjects if the teacher wishes to j

comment on definite school work. Two cities issue a report forni|

which does not give marks for school subjects. These cards are

given over to habits and attitudes. |

Marking;; Symbols - "Forty percent use symbols A, B, C, and so

forth. The letters E, G-, F, and so forth (standing for excellent

good, and fair) are used by 28 percent. Marking on the basis of

100 is used by 14.8 percent; on the basis of 5 by three percent;

on the basis of 4 by 1.3 percent; and on the basis of 6 by .4

percent. Four cities use either 'satisfactory' and 'unsatisfac-

,.1

tory' or the plus and minus signs.

Explanations to parents and p;uardians - Approximately three- fourths of the report cards give a short explanation for the home. Lengthy explanations are presented in about one-fourth of the cards. "Only about five percent omit explanations en- tirely."^

Over fifty percent of the forms give brief advice. ''Lengthy advice is given on about one-tenth."-^ The rest of the reports do not mention this article.

Two thirds of the cities specifically extend a cordial invitation to visit the schools. Nearly as many urge the school and home to work together for the good of the child. Size - Forty-five percent of the cities sending in forms for examination use cards four inches long and six inches wide.

l.Ibld., p. 219

2. Ibid., p. 219

3. Ibid., p. 219

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Seventeen percent use the folder type. Two percent use a small booklet.

Color - Over sixty percent of the cities use white in making

their report card forms; yellow is used in eighteen and eix-

tenths percent of the cities; tan is used by nine and five tenths

percent, and blue by four and two tenths percent. From one and

seven tenths percent to four percent use salmon, pink, brown,

1

gray, ana green. Miscellaneous Items on Report Cards

"Diagram 1 shows the percent of cities listing attendance, lateness, conduct, and other miscellaneous items. It will be seen for example, that 'days or sessions absent' is listed in 95 percent of the cases. The item 'dismissed early' frequently used in New England is listed by 14.7 percent of the 224 cities. The other items concerning attendance vary from 1.3 percent for 'number of school days' to 3»7 percent for 'days or sessions present. ' ^

All but 4.5 percent of the report card forms examined use

'days or sessions late.' Four cities use the expression ' minutefe

3

lost by lateness.'

Over three fourths of the cards list conduct or citizen- ship.' The majority of the others substitute habits and atti- tudes, to take the place of this item. | "Effort and industry" is used by 59.8 percent of the cities Cities which omit this item list appropriate habits and attitudes

"promotions", "examinations" and "health of the pupil" ex- plain themselves.^

1. Ibid. , p. 220 3. Ibid., p. 220

2. Ibid. , p. 220 4. Ibid., p. 221

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Tlie last Item mentioned in Diagram 1 is the rating of pupils. Forty percent of the cities do not indicate a general rating. Over one tnird use an average of the general school marks. Nineteen and six tenths percent of the 224 cities list I the term "general standing". Various other items are listed on the diagram. General Sub.jects Listed on Report Forms

"Diagram 2 shows the 4A general subjects which were on the report card forms that were examined. Arithmetic leads witl 97.7 percent. Reading, handwriting, English, spelling, history, geography, art education, and music follow very closely with per- cents varying from 96.4 for the first, to 89.2 for the last.""^ "a study was made of the report cards as to the average number of school subjects and the average number of habits and skills. Although the data were Incomplete, there is evidence

that certain cities and states consider it relatively unimpor-

2 iJ

tant to report upon the pupil's personal qualities." | Diagrams 3 and 4 present I63 habits and attitudes listed

according to their frequency of mention. Figures are given in

percent of the total number of 224 cities.

"Diagram 5 shows the combination into 14 groups of 163

habits and attitudes named in Diagrams 3 and 4. The qualities

given under each heading are also the results of combination.

Diagram 5 shows some really strong habits and attitudes.

Many of these characteristics are well worth considering in the

selection of items for an improved report form.

1. Ibid. , p. 221

2. Ibid. , p. 221

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"The most frequently mentioned group headings are 'depen dableness', 'attitude toward others', 'carefulness', and 'coop eration' ranging from 28.6 percent to 23.2 percent. Outstand- ing specific items are 'courtesy' and 'helpfulness' as shown by 21.9 percent respectively.

"The negative habits and attitudes, 'needs encouragement' and 'inattentive', are the two most frequently used. Each is listed by 10.2 percent of the cities studied.""^

4

1. Ibid. p. 226

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P/Q.^yd.m / M/\5ce//a^eoiy5 Items on frepoKt Card<5

^1 JOZ

OA

OAQjIQACLL

cm

OAia

P^jys or- Sess)or?3 Ah-sent

Myryyber of <5choo/ jPoyS I//e&o/ Absence £)(ci/sed Absence

Days or i5ess/o/7S Late M/nu^^es /-ost Sy Late/oess Conduct o/^ C/^/7:ens-h/p Lffof^t oy Tfodo'-si/^y f^orpot/ons

^CL/th of Pop// ^ ^

Not I^c/icQ.ted

95.(h

14.9

93

d.O

4.4

3.7

9S5 /.7 7^.71 598

Z5.d

408 349

/■7 /.3 /■3 OA

Taken from Francis E. Homer "A Survey of Elementary School Report Forms". Bulletin No. 8, Dept. of Elementary School Principals, p. 220

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P/d.^mm Z Percent of Ot/es L/st/n^ General School Subjects on Report Cards

Sc/hjec t

Anthnoet/c H/sto^f

Hecb/th Educ€it/on ^op Wo^k

PhyS/'cQ./ tOL O/v/cs

Hor?oe £conom/cs

/vcL t uf^& 6 tudy

Ot^<a>/ EnG//sh

Phon /' c<5

. .L/d/to^/t/m '5oC /G/oQy

^oo^e e p //^^ Pec /&■ noa. t/or> Home /ffe<i c//np>

lA/oA-t/ \Stacfy Desk \Ahrk^ ^ ExLrcL ySchoo/ Ac£/\/yCy Hecb/&h Proa^cL/^

Mery?o^y Po erTns A/o- of Letters W^^t/^^ \rypjn^

03

04

OS

OA

TducdC/on - Gym

m

964 95.9 95^ 95.5 dU 94/ 92.^ 39.Z 7/8

535

3iS

308

15.0

252

22.3

/9.I

18.3

/14

/65

U

SB

63

5.3

2.i>-

2.i>-

Z.Z

1.1

1.1

in

/7

1.3

0.Q

0.8

0.8 f

0.4

04

0.4

04

0.4

04

0.4

O m 5\0 i,

<5ubJecU

10 Z\0 J

Taken from Francis E. Homer "A Survey of Flementary School Report Forms". Bulletin No. 8, Dept. of Elementary School principals, p. 222

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P/^^mm 3 Fhrcent of C/t/es w/th Habit dund Attitude Items on Report Cards

Coc/y't^sy- Po/iteness

Self Contyo/

Health Hab/ts Qbed/ence Att'ituae ^[A/drds Wo^/( PependajD/eness '5ho\yvs Jtnpy'ovement /n \A/ork

P/^onop Cnes-5

Wdystes T/^yie^ Annoys Othe/^5 0^p^^.t)/G of Do I no Much Better ^ or H^pet^iy C/e&n/zneS'S

Consjder'Ation or Others V\/ork Is C7are/ess/y Done.

Thr/ft ^

or School Matehdl oe/f Relicbpce

6ho\y\/S ZmproVefr)€nt

ir) Conduct Eyce/lent Commendable Ve^ry/ CommendAbJe /n Worhr ^ ^ ^ Cets Too Much Help C/ves Up Too Ep^sily veyy Good or txcerlent or Commendable /n Conduct

Vei^y, Sa.t/5ra,ctot^y m Hgc itcit)ons or WorK Cor?oes Poorly Prepared Fcbir Play or^ Pairness In \A/or/< and P/a\/ Recitations (Attitude to\f^Ord) Economy or P/'noe and A/fciter/d.ls r?cl//^ec/ to M/schier ^spect roy Authority Orderliness \ppea^6 Not to Try h/nctuahty

P'uae - O/icoorteous ot Times Work of Cr^de Too

P/ff/cult \AhrK Shows Eall/naf Off At tent /on ^ Thipfulness

nterest /'n Work _ Vh/spers Too T^uch Cheer rL//r?ess Loyalty

Ma^nners or (Tood A/fa/fne^ Perseverance

181 174- 15.6

m

129 12.5 115 115 101

IQZ 9.d 93

9.3 8.9 0.9

9.9 89 8.9 8 9

8^ 8^ 8.0 8.0 8.0

7.5

75 75 75

75

7/ 7/

7/

lo.lc

IdIo (p.2 S8

Honesty In/t/dt/\/e

pp/es "n do lent

Accur'&.cy ConcentrCLt/or) nah/fs or Study Pest less \ Seldom Poes Well Seir Pirectlori Pesp>ect Tor' Troperty PuthTulness

Obeys W/ll/nAly Cheerfu/ly Personal Appearance Trust\Ayo^tniness Wor/Cm^nsh/p Habits Including} C/t/zenship ^

In^pendence in

L&a. dersh/p Sports mOnsh/D Tedno Work ^ A ppr'ec/Ot/on Clear- Th/nkin^ Consc/en tious ness Cour^ta^^ Vi licence Pise our teo us Poes Good Work or- Pp/nd> Well in Studies Habrts Pelatino to Subjects oT Study Lack of ETfort ^

5.Q 58

se

5.3 S.3 S.3 53 49 4.4— 4/}-- 4:4- 4.0 4-0 40 4.0 3.5 35 3.1 31 3.1 3.1 a I 31 Z.b

2.Z 2.2 Z.Z

zz n

1.7

17

'I

1-7

1.3 1.3 1.3 1.3 1.3 1.3 Id

1.3

1.3

Taken from Francis E. Homer "A Survey of Elementary- School Report Forms". Bulletin No. 8, Eept. of Elementary School principals, p. 225

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P/agmm 4- Percent of C/t/es^w/t/i Habit and Attitude Items on freport Ccirds

-> /O

Si/hject

1

Sc/700/ Se/^v/cG Speeah

Appyec/ot/or> of

Use of A/fon^Y A5/<s G-ooc/ Oc^eetJ/o/^s

U<a^&fc//r7GS.5

C/v/^/ty of Speech^ P/sobed/Gn c6

Tt?c:f/ffe/^/7C&

More Stuc/y A/eeded Pj^pa/^es /}c//i/s£ry7€'/7t3 We//

Vv////r?^ne55 to /r&r?c/&/^

Ab/Z/t^Y to Think Dnc/ Po

J/^dGpenc/ent \A/o/^/< Ab///tY \/^noi/5 Bf^anc/)es

of 5t(/c/y A/erl 3nd \A//de /iSA/i^ke Ansvyei^s Que<s^t/ons

Poz/ot/ecf/Y Afp/^ec/ot/on of Sedi/Cy Appf^ec/ot/on of L/t/ve/o//&

L/teyeitof^e

As/<s i//^/7ec&s^^A^Y

Quest /ons Att/tude tov\/o/^d Q6he/^s Att/tcde to word oe/f

Cdre of C/othes Dncf ^ fB-z^sor)^/ 3e/o/7p/r?(bs Pece/tfi/Z^ess ^ ^

D/stL//^t>s C/i^s^ Poes^ Z\Zot Tky

(Fer)e*^aZ fhfZ(ye^ce G-G/^&r&Z X^nte ZZ/'^ence

Z3 /.3 /■3 /.3 Z6 /3 OS

0.9 OS OB 0.8 OB 0.6 0.8 OB OB 0.Q OS OB 08

o.d

OS 03 0.8

0.4

0.4-

04 0.4

0.4 0.4-

0.4

0.4 04 04 0.4

0.4 04 04 04 04 04 04

/^en0Z^os/tY ^^cZ

B/^odd/^/ir)ded/^e55 (?oZde/7 PcZe /n f9t?ot/ce ZfpZyts of Wor-A- Ip?so/e/9ce

X/72fe/e«5"<? /h Co/77/r?l//^/t\Z

^ We/fdz/-e ^ ^ ^ ZntepestJ/7 A^yj/cd/

^ WeZ/ eeZr?^ ^ , J/^te/^&st //o i^:)ec/(7Z

'Jl'Z:)/ect5 (A/-t.Mi/jyc, etc) liScZTof A£>3/zcdt/on ' l/feZess ^Poss/bZy Pt/e to

/s^te 'Zioi/r-s A/fe^ch^/^/cdZ Sk/ZZ zW6/sZcd?Z Sk/ // ^ ZVeeds /forrpG £hcoe//i:^^e-

Z%,tf^/ot/'srry PZ7\/s-/o^Z £/7&/^(i\/ P/dys fk&ezy PZoys Z-Zc/ra d/7d fb/A^ P>^/de Zr? Per'iSorToZ

/]ppeG'/-'D/^.ce- , ^ P^oS/^es^ //o Z-ZoZ:>/i5 f^^osefcZness Pe^d/Zy Ad/^/t^ A/Z/stokes

dncf Zk/e^ Zk) Z^dZre Amends Z^s>s^or?}r?^ f^sefots Co/^r&ct/orj '^es P/s Tbsk 777/<o6/^Z7 6e/7S€. of p6//<r?o/^

S<DC/c?Z dc/cZ^rToe/yt

oti/tiborn

Access in 6cZ)ooZ Wor'k Tdkes Q:?/ie of i5eZf Tdrdy \A//tZ^ Work Thoroo^Z^rje 6S

PZ700'^f?tfuZr7eS s

Too Z\4dnY 5ocZd/ Pnod^/TTe/jts TZ-zes to A4easare to

P/ok> Ste?r?dd:>rd5 of

Whrkrnor? ship W/ZZZrponess to Work Work C^r^fiyJZy Po^e \/\/ork5 Zo /V/dic/rr?(/rr?

Abdity

0.4 04

OA 64-

0-4

04-

04- 04

04 04

0.4

04 04 04 0.4 04

0.4 0.4 04

04 0.4 04 0.4 04 0.4 0.4 04 04 04 0.4 04 04 0.4 0.^

o4

0.4 0.4 0.4-

■ ■

Taken from Francis E. Homer "A Survey of Elementary School Report Forms". Bulletin No. 8, Dept. of Elementary School Principals.

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Hab/t nfod Att/ti/de Item^ on /xhpor/^ Oards

Se/f Oontro/

A ttjtude tov> drd 'Oihers

FcL/h^ P/c/y

6oc/g. Uuc/^t77enC

Puc/eness

Ccif^e of Mdtef^/g/s Ond P/^ope/^^y Order// n es s Core/essness Co oOe re^ t/or)

6e/f P/rect/on

6e/f /?e//9^ce

A/eec/s Phcoor-dPpement 6c/>oo/ Wori< , ^ , ^

Gaccess /n oc/>oo/ Work

&?o\A/s Jrr>pro\/€rr>e/7t /r? Vvork

Jnte-rest /n Work

Tr/es io Do Best Work

Capdb/e of Po/r7i> Setter- _ Work of Grad^ 76o P,ffica/d Znc/ustry

nPp// c a, t/on

P^rse\/eror)c&

Laok of Effort Thrift

£cor>orr)\/ of P'ryoe ond AAster/d/s

vW^stes T/no& Hea/tf7

Good Pea/t/h H^t>/ts

C/eanZ/ness

C/yeerPcz/r) e ■SsS Atter)t/or>

Attent/on

Cpr?ce r) trd£/ on

ZrjO. t ter7 &/or) SCc/dy

P/^par^'s Ass/c^nrrjent We// Comes Poor/y-' Prepared

O/t/ZG'/^ s/7/f^

C/v/c V/rtoes /ecider^/i/p Cor^duct

C/)o\A/s Improvement /n Condi/ct Commenda/bJe /n Conc/uot A r?r?o ys 0£/?ers

tc//ned to /l^/scr/7/ef h/spe^S Too /W(yc/7 st/ess es fvot oe/^ve P/scer-r?rr7er7t C/esi^ T/)/okj r)S /\/ertness ^ A pprec/dt /or)

Asks Unnecessary Qaest/ons

4:9

49 Z8J Z/.9 84 OS

23.3 lb. I /Z./ &2j 0.4 23.2 /9Z

6.3 2.1.9 80 60 IO.Z ZI.0 138 /0 7 9.8 Z.ip 9.8 SB 20.1 /0.1 S.3 84 /9.k IO.Z 9.3

8.9 4.9 /(d.I

S.3 31 /O-Z. /3^ /p.Z 8.0 /Z.9

/2g

//6 80^ 7.5 89 6^6 S3 3/ Z6 S.3 3.1 / 7 /.7 0.4-

Heavy bar indicates Heading

Ligbt bar Indicates Positive Habit or Attitude Dotted bar indicates Negative Habit or Attitude

Taken from Francis E. Homer "a Survey of Elementary School Report Forms". Bulletin No. 8, Dept. of Elementary School Principals, p. 223

-16-

This report card was issued In the Stone School in 1905 at Walpole, Massachusetts. It was used in the elementary schools .

Report of_

For Term Ending

Grade_

19

School

c

cd

9^

U

<D Si O

a a>

EH

'1st Half •2d Half '1st H.'2d H

H^lf Days Absent,

' ' 'Geography', j

Times Tardy,

' ] 1 History, •

Times Dismissed,

» Language,' '

Deportment ,

' J 'Music, ' *

Mathematics ,

' J 'Reading, ' '

Drawing ,

' 'spelling,' '

Ele. Science,

' ' 'writing, ' '

<fH (i-i CO (d

a: a:

H, passed with honor; C, passed with credit;

F, failed; I, incomplete.

passed ;£ g

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1 '

f •

■ 1 r *

1 t

' I

-17-

Report Card Elementary Grades Used in Neediaam, Kaseactiusetts

- 1896

Report of_

— rr t I I

(DIU

— T — I

to -P

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School.

EXPLANATION

H

is an tionor mark rarely attained, and signifleB that the pupil's work has been continuously of the highest order. E signifies excellent; G good; F fair; P poor; V very poor.

No pupil whose average in scholarship is oelow grade F, or in attendance below 3- is entitled to promotion.

TO PARENTS

In this report the teacher gives you each month her best estimate of the character of your child's conduct and scholar- ship. It is earnestly desired that you carefully inspect the other side of this card and after signing your name below, re- turn it to the teacher. If the record is not satisfactory, confer with the teacher.

Sept . _

Oct.

Nov.

Dec .

Jan.

Feb .

Mar.

Apr.

May

June

o

-18-

Thls report card was used in the elementary grades in the of Natick, Massachusetts in 1904.

NATICK PUBLIC SCHOOLS

Report of

1904-3

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Oct.

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Dec .

Jan.

Feb.

Mar.

Apr,

May

June

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School Class

EXPLANATION

H Is an honor markt^rely attained, and signifies that the pupil's work has been continuously of the highest order. E signifies Excellent; G-, Good; F, Fair; p, Poor; V, Very Poor. Promotions are made upon the recommendation of the teachers, subject to the approval of the Superin- tendent and may be made at any time. In general it may be said that poor work in two or more of the essential subjects will endanger a pupil's pros- pects of promotion.

TO PARENTS. In this report the teacher gives you each month her best estimate of the character of your child's conduct and scholarship. It is earnestly desired that you carefully inspect the other side of this card, and after signing your name below, return it to tne teacher. If the record is not satisfactory, confer with the teacher.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

May

June

■

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-19-

CtiapLer II

Use of ttie Traditional Report Card wltti Uniform Standards

REPORT CARD - ELEMENTARY SCHOOL, NEEDHAM, MASS. - 1954

The report card listed below is used in the elementary schools in Needham, Massachusetts.

MonLniy Repori, oi Grade

1 .

#

19 .... ; ;

MONTH ; '

J .H'^

1 aJi«H, t o]U }

Spelling

Language *Ar i'thmet' Ic" "

Geography j

History

Grammar 1

Science

Drawing

Music

Absent

r— t — T — 1 — 1

1 1 j-gi Parent's •I© » 5 § » S igna t u re

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100 is Lhe nignest nuraoer attainable in any suoject.

NEEDHAM ELEMENTARY SCHOOLS To the Parents

Ranic is oaseo on Lhe scale 100. A( 90-100) denotes excelienu worK; B(80-89), good; C(70-79) , fair; D(b0-69), unsatisfactory; F(below 60), failure.

Please examine carefully each month's report, sign the card and return it promptly to the teacher. This is the means by which the school informs the parents of the work that the chil- dren are doing. Any unsatisfactory report should be investigate at once. Parents are requested to visit the schools, consult the teachers and superintendent, and co-operate with us in pro- moting the best interests of the pupils, promotions will be made upon recommendation of teachers, with the approval of the superintendent.

School Teacher

Promoted To Grade 193 .

J. C. Davis, Supt.

1

J

1

: . - - -

•

-20-

It Is issued eight times a year. Report cards are not ! used in the kindergarten. Reading is the only academic subject marked in the first grade. At present the first mark is given in the first grade when the second marking period is completed. In the second grade reading and arithmetic are marked. The reading is marked from the beginning of the year; arithmetic 1b marked at the close of the second marking period. The third grade marks reading, spelling, and arithmetic, Reading, spell- ing, language, arithmetic, drawing, and music are marked in grade four. In grade five reading, spelling, language, arithme- tic, drawing, music, and one mark is given for geography and history. The pupils in grade six are marked in reading, spell- ii^S* geography, history, drawing, music, and science. All pupils in grades three through six are marked each time in the spaces titled "Absent, Tardy, Dismissed, Effort and Deportment."

While visiting classrooms in our schools and others questions were asked of the pupils concerning their report cards and marks. Frequently it was found that pupils in fifth and sixth grades did not know what was expected of them in order that they might receive an A or B in a given subject, parents came to my office to inquire about the requirements for a spec- ific mark in a given study. Often conferences were held in my office or in the teachers' room concerning levels of achievement. The need for uniformity in standards for all grades was apparent. Meetings were held with individual teachers and groups of teach- ers to discuss standards in the subjects which were marked on

-

€

-21-

the report card. Each teacher had her own conception of what the rank of A was in a subject. A number of teachers thought that some subjects were harder than others, and should, because of this condition, warrant the giving of lower or higher marks. The teachers were asked to list the subjects which they marked according to their difficulty. We take the stand that the teacher can make the subject easy or difficult as she chooses. This is shown through the evidence that teachers present when they list the difficult and easy subjects. These lists do not agree.

A few teachers explained the five point scale found on

the back of our report cards:

"A(90-100), denotes excellent work; B(80-89), good; C(70-79), fair; D(60-69) , unsatisfactory; F(below 60), failure"!

through the use of a collection of work kept in a notebook.

Samples of chlldrens' work in the different subjects which were

marked A, B, C, D, and F were kept on file. The names were

taken from these papers before they were exhibited. These

teachers felt that each youngster could increase his efficiency

by understanding the marks. When this is done, the pupil, by

knowing whatis required of him, has a fair chance to succeed.

Teachers in grade one were handicapped because they could not

do this type of thing with their oral reading. When parents

called to hear an A reader the teacher designated children of

this calibre as they read in their groups.

The need for standards in the things we were marking was

apparent. Groups of teachers were assigned subjects for study

1. Elementary School Report Card, Needham, Mass.

-22-

In the formation of standards, I

In examining the literature on the subject of marics and

standards it is interesting to note the absence of standards by

which teachers could guide themselves in their grading of the

subjects taught in school in the different grades.

Trabue states: "practically every teacher, trained or untraine( , must work out her own scheme for assigning scholarship marks. It is not strange therefore, that there are great differences among teachers, not only in the actual marks they assign, out also in the qualities they intend their marks to measure . "-l-

Starch states: "The manner in which marks are distributed to pupils varies enormously from teacher to teacher and from schoo.. to school. No one realized the seriousness of the situation un- til specific tabulations and comparisons were made."^ |

! Reeder in a discussion of teachers' marks tells us: "One fact above all other facts, has, however, been proved beyond the shad- ow of a doubt namely that teachers' marks are variable, and are Lherefore unreliable. "5

Hulten states: "Teachers' marks are mere guesses, some good, some poor, some indifferent. Since they are mere guesses, they are not sufficiently reliaoie to be used ror promotion purposes,

I Ayer states: "Most thoughtiul t.eachers feel considerable uncer- tainty about the reliability of the grades they assign and fre- quently find it difficult to defend their reasons for an indiv- idual grade assigned,"^

Cubberley in discussing marks states: "The grading of the work in the scnool subjects is quite variable, and oiten without standard, ""

Ashbaugh in writing on the variability of teachers' marks states: "An agreement on the part of the teachers to a clear cut definition of what is being marked and the relative value to oe assigned to the various elements will do even more, in reauclng the variability of teachers' ratings and in making them a valu- able adjunct in school administration."'

•

1. Marion Rex Trabue, r.^easuring Results in Education, p. 43

2, Daniel Starch, Educational Psychology, p. 426 1 3. Ward G. Reeder, The Fundamentals of Public School Administra- tion, p. 349

I 4, C, E, Hulten, The Personal Element in Teachers' Marks, l

Journal of Educational Research, ^1.12 p. 54, june 1922

I 5. Fred c. Ayer, Taking the G-uess out of Grading, American School

Board Journal, Vol. 83, p. 83, October 1931

6. Elwood P. Cubberley, The principal and His School, p. 505

7. E, J. Ashbaugh, Journal of Educ. Research, Vol. 9, p. 198, i

- Farch 1924 I

(I

-23-

Banp!;3 and G-reen in an Intensive study on marks asked this ques-' tion: "Do you use in the school system in which you are working any definition of marks: i.e. do vou have any definite standards in objective terms for an "a", a "B", a "C", etc.? Forty-five i teachers replying to this question say that they do not have such standards, twenty-two report "yes", and forty-seven report that letter grades are defined in terras of percentages. Teachers were asked to send in a copy of any such definition of grades that were in use in the school system, but only one or two were sent in."^

Several teachers' meetings were held in which reports were given concerning standards. We agreed to have two main divisions of standards, one termed "Standards of Excellence", and the other "Standards of Average". It was planned to scale the rank of A and B on the former, and C, D, and F on the latter The standards are:

Standards of Excellence

The analysis of work is always in relation to the grade in which the child is working.

I. Reading 1. 2.

3. 4.

5.

7.

silently, to his work

He enjoys reading.

He has a taste for good books and stories. He reads orally in a natural manner. He understands what he reads orally and He reads material which will contribute in other subjects.

He attains grade standards in speed and comprehension

when tested in silent reading.

His skills are of the correct type.

(a) He reads by phrases, not words. i He does not use his lips in silent reading. His position while reading is correct. His modulation of voice is good. His pronunciation and enunciation are correc

(b) (c)

(e)

!t.

II. Arithmetic

1. He makes great effort to do his work.

2. He is accurate in his written work.

3. He is neat in his written work.

4. He has a fair amount of speed in his fundamental operations .

5. He can follow directions.

6. He can solve problems.

(a) In relation to school activities.

(b) Textbook problems.

1. Cecil Warren Bangs--Harry A. Green, Teachers' li!arks and the Marking System, University of Iowa Extension Bulletin, No. 224'', p. 17, May 15, 1930

<5:

-24-

7. He stands higti in his grade test.

III. G-eography and History

1. He is growing in ability to study, '

2. His understanding of subject matter is developing.

3. He can draw conclusions.

4. He can organize a report.

5. He takes an active and worthwhile part In dis- cussions .

6. He does outside reading on social studies topics,

7. He suggests projects or activities related to the study, L

8. He can use reference books for getting information.

9. He finds extra topics or work for himself,

10. His interest in a problem continues for a long period, inside and out.

11. His map work is neat and correct.

12. He understands maps, charts and graphs.

IV. Language 1,

2. 3.

5. 6.

V. Spelling 1. 2. 3.

4.

He speaks with ease in a connected way before his class.

He uses good English in every day talk.

He has a good vocabulary for his age.

He enunciates clearly.

He uses good English in written work.

He understands and uses the correct written

forms which have been taught him.

He stands high in his daily work. He stands high in reviews.

His spelling is good in his written work of all kinds ,

He makes a good score on standard test.

IV. Drawing- -Art

1. He enjoys many kinds of art work.

2. He uses his natural ability for the good of the group ,

3. He is neat and helpful in the use of materials,

4. His production improves from week to week.

5. He works to the best of his ability.

6. He has initiative and originality.

V. Music

1. He loves music.

2. He attempts to do all the work.

3. He improves from week to week.

4. He knows the technique of his grade

-25-

VIII

II

III

Writing

1. He writes legibly with reasonable speed.

2. His written work is neat.

3. His comprehension with standard scales shows progress .

4. His letter formation is correct.

5. His posture and mechanism are good.

Standards for Averag;e

The analysis of work is always in relation to the grade in which the child is working.

Reading

1. He can read orally in a natural way before his class

2, He has a fair use of the mechanics of reading.

5. He applies the mechanics of reading.

(a) No lip movement in silent reading.

(b) Reads more than one wor-d at a glance.

(c) His pronunciation and enunciation are fair. 4. His reading position is good.

5- He can get information from a reference book when told how and where to get it.

6. He does the assigned lesson.

7. He receives the median score in his grade test.

8. He can give a precis of what has been read.

Arithmetic

1. He is usually neat in his work.

2. He can explain some of the problems.

3. He can solve problems with a little help.

4. He is usually accurate in his computation.

5. He has a reasonable amount of speed for his grade.

6. His figures are up to standard.

7. He knows arithmetical terms and signs.

Geography and History

1. He does the lesson assigned.

2. He looks up no supplementary material.

3. He brings in material if definitely assigned to bring it in.

4. He finds no extra topics.

5. He needs help in organizing a report.

6. He can use a reference book if told definitely what and where to look it up.

7. He seems to grow sligatly in ability to study.

8. His interest in a problem continues only a very short period.

9. He has some understanding of maps, charts and graphs.

e

-26-

IV. Language

1. He has a fair vocabulary for his grade.

2. He can write a fairly interesting composition.

3. He has a fair use of the English language.

4. He does what is required in every-day assignments.

5. He has a median score on the written work presented to his class. |

V. Spelling

1. He can spell correctly 2/3 of the words in a test.

VI. Drawing — Art

1. He has ability to accept ideas.

2. He has color sense.

3. He has reached a realistic stage in his work.

4. He can interpret his own ideas through some art medium; clay models, painting, drawing, woodwork.

5. He offers suggestions.

6. He has ability to work in a group.

7. He brings in material if told to do so.

VII. Music 1. 2.

"Z

J •

4.

He shows some interest in music. He tries to improve his rhythm.

He gets an average score on the technique of his grade .

He has correct pitch.

A monotone may obtain average if 1/3 may be applied to him.

It took seven weeks to organize these standards. Before the standards were adopted the report cards were issued in the William Carter and Avery Schools for the first time in the school year 1930-1931. Each teacher was somewhat guided in her marking by the teachers' meetings which had already been held. However, there was not any complete uniformity of stanaards in actual existence when the marks went out for the first time. A graphic distribution of the marks in x-his first marking per- iod in the year 1930-1931 is given in Fig I on page 31. Note the aifferences existing in the teachers' marks in this first marking perioa.

■

f

c

•

-27-

Fig I on page 31 presents the scholarship marks of all

pupils in the William Carter ana Avery Schools who were marked during the first marking period of tne 1930-1931 school year. The distribution for both schools is given in the first graph, the red graph next to it shows a normal distrioution for Dotn schools on the Dasis of ten percent A's, twenty percent B's, forty perceni. C's, twenty percent D's, and ten percent F's. The letters after the numbers indicate the first initial of each teacher's last name, just as a means of distinguishing one's marks in a specific grade. Below each actual grade distribution is a red graph which represents a normal aistribution of the grade on a Dasis of ten percent A's, twenty percent B's, forty percent C'S, twenty percent D's and ten percent F's. There is only one exception to this procedure where the actual and normal distributions are on a line with each other due to the propor- tion Of the actual distribution in relation to the size of the

paper, this has been done in the case of "G-rade 6c" in Fig. 1. |

I

There is a total of 1,9^7 marks reported during this period.

In Fig. 1, notice the large number of A's and b's in comparison v/ith the relatively small number of D's ana F's.

During the next few weeks the ''Standards of Excellence" and "Standards for Average" were put into operation. These standards "were carefully explained to the children. Copies of the standards were placed on exhibition in each room and on the bulletin boards of both schools. Many of them were sent home to the parents so "that they would know what their chilaren wera

«

-26-

being marked on'*. MotHers and fatiaers came to the echoole to talk over the uniform standards. Each teacher marked as she saw fit, according to the standards, when the report cards went out for the second time.

The graphic distribution of marks in the second marking period is given in Fig. II on page 31. The first graph repre- sents the actual distribution of marks in the William Carter and Avery Schools for the second marking period in the school year iy30-iy3l. The rea graph next lo it represents a normal distribution of marks for this period tor both schools on the basis of ten percent A's, twenty percent B's, forty percent C's, Lwenty percent D's, and ten percent F's, The other graphs in- dicate tne Qistributlon of scholarship marks in each graae. The letters used are the first initials of teachers' names merely to show how they are grouped. Below the graphic repre- sentation or teachers' marks is a rea graph to show a normal distribution for the group on the basis of ten percent A's, twenty percent B's, forty percent C's, twenty percent D's, ana ten percent F's.

There is a total of 2,114 marks reported in Fig. II. This is an increase of 16? marks over tne first perioa. Tnls Is due to tne tact that a number of our pupils enterea scnooi late and were not present long enouga aurlng the first marking perioa to oe marked.

1. A correlation of these two marking perioas (Fig. I ana Fig. II) is given beiow.

e

-29-

Correlatlon First and Second Marking periods

October Frequency

December Frequency

A

219

A

91

6

702

B

542

C

818

C

898

D

165

D

408

F

43

F

A

Total

1,947

Total

2,114

F.

Rank

F.

Rank

D

d2

219

3

91

5

2

2r

702

2

542

2

0

0

818

1

898

1

0

0

165

4

408

3

1

1

43

5

175

4

1

1

p= 1 p- 1

6

N(N^-l)

120

P- f .70 r- f .7167

This shows evidence of a marked relationship between

these two marking periods. One explanation of this high correla-'

tion is that the "standards of Excellence" and "Standards for

Average" were being considered to some degree by the teachers

'oefore they were adopted as a guide in marking pupils.

In examining the actual distributions for both schools in

Fig. I and Fig. II, note that there is a decrease of 128 A's, 160

B's, and an increase of 80 C's, 243 D's, and 132 F's in the secoAd

period (Fig. II) as compared with the marks for the first period

(Fig. I). This was accomplished during a period of approximately

twelve weeks. One can readily see the effect the uniform "Stan- jdards of Excellence" and "Standards for Average" had on the markj

p.. Spearman's Rank Difference Method

of the teachers. These standards tended to lower pupils' marks. We knew that our newly adopted" standards" would bring about more rigid marking. Three days were set apart to meet parents and discuss marks. Teachers talked over the standards informally with parents. They were shown marking charts such as those on page 31. Each teacher explained that all the teachers had a part in the organizing of new standards. The parents were told that these standards would tend to give us uniformity in marking. This was shown by a comparison of the distributions of marks on the marking charts for two marking periods, one without definite standards - the other using uniform "Standards of Excellence" and "Standards for Average". These standards brought a great many parents to the school who gained a better insight into school life. |

Fig. Ill on page 33 gives a summary of the scholarship marks in the William Carter and Avery Schools at Needham Heights, Mass., for the school year 1930-1931. It shows the distribution of 16.603 marks. |

Fig. IV on page 33 gives a total of the scholarship marks for the same schools in the school year 1931-1932. This repre- sents a summary of 16.178 marks. I

Both figures show a graphical representation of 32,781

scholarship marks. The red graphs represent normal distribution.

The white graphs show the actual distributions. The first graph

shows the total distribution for both schools. The remaining

graphs are listed according to grade. Each grade has a letter after it to signify the first initial in each teacher's last

riGI SCHOLARSHIP MARKS FIRST PERIOD 1950 -SI

Tot&l numher of m&rk<s J 04-7

tl5

100 ■

77J --

750

US

WO -- i7J -- iiO -- tli -- 600 -- 57} -- 550 -- SZ5 500

m

450

125 --

too --

37S 3X -- 325 300 -- 275 250

as

200

ns

ABC

lid lozm

D P ll>5 43

m\m\ni\m\k

4 d c D I0%l0l40ll0ll0%

Grades d W

IT

20 S3

[?Aa?,\fi4\4/\7r\

A B C V i

i07o zcg m zoz m

10% zoz m im /ofo

na E SCHOLkRSNIP

TotoJ

MARKS SECOND PERIOP 1930 -'31

Grades IL

300 875 S50

825 SOO

^ S75 --

■i: i7s -- s

^ 400

275 Z50 Z25

200 - -

/7i - -

ISO - -

as --

IQO - -

SO - -

2S --

B C D P 542 898408 115

Grades

8L lo6 Z9

42

lOXZOtADlZOtlOt

l07o30l4OLZ0l/07o

4f

101 Z014OI ZOl 107.

Ora^de-s V E

Grado 5 E

Gr^uJe 5 H

Gra-de i>P

Gyade h C

A B C 0 53 141 78

29\i8

ABC 107o 20% 401 20% m

f

A B C 0 f- /5 7i> IIO 2h 5

A B C

52 Ihl I3h 15 I

loz zcHoiojo 207o 107.

mm

r

lOZ iDl4ai 201 107o

A B c t) r

28 140 101 d3 6

IO%20l4Ol20im Z 62

i i) I 27fflZ 3

10% 201 401 20% 10%

Crcbdes 4 E

Grade, it

Gra.de S 7-1

Grade kP

Grade &C

i\ e> c LJ h A B c D r

13 L5 172 48 20 5 51 130 49 77

A a C D i I00l&,3 96

F 14-

. c D r

131 121 40 14-

l\ B C P F 17 114 172 lo3 34-

5q\ion\

c

28

Ik.

I £2 li,

I07o 201 4a lOl m 707. 20% 401 207, 10%

A B C D . m20l4(fl.20llOt

7O7.zoi40izcr...m

lUL

C D F 10% 201401 201 10%

c

m

Tot.

-32-

name .

A correlation of the scholarship marks for the two school years 1930-1931 and 1931-1932 is on page 32 (see below). During this period we have had eight new teachers in our teaching unit. We think it safe to assume that the coefficient of correlation would be higher If the "Standards of Excellence" and "Standards for Average" had been in effect two full school years. The staii- dards were not in use when the marks went out for the first time in the school year 1930-1931.

Correlation of Marks for A

Two year period (1930-1931 and 1931-1932)

1930-31

Frequency

A

B C D

F

Total

1043

4421 7092 2948 1099 16,603

1931-1932

Frequency

A 894

B 4190 C 6930 D 2859 F 1305 Total iFTlTB"

F.

Rank

F.

Rank

D

1043

4

894

5

1

1

4421

2

4190

2

0

0

7092

1

6930

1

0

0

2948

3

2859

3

0

0

11099

5

1305

4

1

1

2

P- 1 - 6__D

N(

P= 1 - 12 P =

N(lJ^-^)

120 t . 90 rr f . 908

1. Spearman's Rank Difference Method

nC Ul SUMMARY SCHOLARSHIP MARH5 1930 '31

7200 7000- -

5S00- - S40O^

SlOO- ' SOOO - -

a^oo- -

4400- .

4Z00-^

40O0-

3800- -

360O- -

340O~

3ZQO~-

3CXX). .

Z800- -

ZbOO-

Z4O0~

2200-

ZOOO- -

/BOO - -

tbOO-

,aoo- -

>100- -

,000- -

800- - too- -

400- - ZOO- -

C P F 109Z2m/093

CDF IO%2OT,^(m0% 10%

Gfac/es 3 \A/

i J

A B C D r III 4^5 530333 m

IO%10%W%ZMIO%

A 5 C P h mZOVAOIZOIolOVo

new NUMMARY SCHOLARSHIP MARKS 1931 -'31

Total number- of mlu■k^s /h,/78

700O-- isoo--

U00-- MOO-- tzoo - -

hOOO-- S80O-- SkOO - - S400 - - 5Z00 - - 50OO-- » 48O0 - - ■f 4400--

a 4400--

^ 4ZO0 > 4000--

J5 aeoo--

S 3iOO-- rS- 3400 -- ^ 3200 -- 3O0O - -

° zeoo -- i, Zioo --

Z400 -- ■y 2ZO0 --

t zooo --

:^ /soo --

/too -- /400 -- /zoo —

/OOO --

eoo

too -- 400 --

zoo -- o i—

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k B C V h 173 2k.5 42lo nd 121,

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Gr-ades 4-J Ofade S E Gr-cu/e 5 H Gycde, i> P (rrac/e b C

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A B C IJ F 241 704871=197 59

k' B i D I 10 3541/50845 405

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A a C D F U 1441191433200

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-

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1

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(

I

-33-

9

c

This very high correlation shows evidence of unusual relationship. The author believes that the "standards" have contributed conslcerably toward making teachers' marks consis- tent ana reliable over a period of two school years.

Visitors and parents in our schools sometimes ask "Shoulc the normal curve be used as a basis for marking?" V/e feel that It should. "Research has repeatedly shown that, when fairly large groups are accurately measured, the resulting frequency tables conform to the normal frequency distribution. It follows that, unless all teachers use the normal curve as a guide in their distribution of marks, their marks will not be comparable!?-^

Starch in a discussion of the reducing of the variation in the assigning of marks states that this can be accomplished

"by a common sense compliance in the distribution of marks with

2 I

the normal distribution or probability curve." | Bennett in his comment on the normal distribution states, **It is also true that in any trait or ability there will be in every group not specially selected, a normal distribution: that i is, there will be very few of very high ability, more of medium high, a large proportion of average ability, and a similar tap- ering off at the lower end of the curve. "-^

Rufip; in his discussion on the "Percentage of Individuals Theoretically Falling in Each Division" states, "in other words, the writer would prefer to say that one would expect to find from 5 to 10 percent A*s, 20 to 25 percent B's, 35 to 40 percent

C's, 20 to 25 percent D's, and 5 to 10 percent F*s in each reas- onably large group of our public-school pupils (say 100 or more)"

1. I.N. Madsey, To Mark or Not to Mark, Elementary School Journal, Vol. 31, p. 747. June 1931

2. Daniel Starch, op.cit., p. 448

3. Henry Eastman Bennett, School Efficiency, p. 153

4. Harold Rugg, A Primer of Graphics and Statistics, p. 76 [

Marking charts such, as those shown on pages 31 and 33, rielp a great deal in talking over marks with pupils, parents and teachers. After a brief explanation, youngsters can find where they fit in their respective classes. To the parents they show an intelligible picture of the distribution of the schools' raarkfc This is more important than a discussion which is sometimes mean- ingless to the parent. To the teacher they are a check against an accepted standard. To the principal they represent the dis- tribution of the teachers' marks.

Ashbaugh states, "The publication of the distribution of Iteachers' marks in open bulletins, the insistence that each teacher tabulate and plot her distribution of marks before sub- mitting them to the office -- all these have been recommended in previous articles and they are of value."!

Starch states, "To this end the administrator of a school should tabulate at stated intervals the marks assigned by each teacher and exhibit the tabulation to the teachers. This in it- self will usually lead without request or compulsion to a very considerable correction of aberrations on the part of those teach ers who deviate most widely."

In the William Carter and Avery Schools the graphs are

plotted, exhibited, and discussed in teachers' meetings. One

nust always be careful to see that teachers definitely understand

Just what is being done. It is also very important to discourage'

all attempts at curve fixing. In our experience with the appliC"

ation of the normal curve we have never had any evidence of this

Bort of thing.

The children in these schools come from Polish, Lithuanian KUBsian, Armenian, Italian, Czech-Slovakian, and American homes. They represent a cosmopolitan school.

1. E. J. Ashbaugh, op. cit., p. 198

2. Daniel Starch, op. cit., p. 448

%

c

-36-

Chapter III

Revision of the Report Card from the Traditional Form to the Newer Type in a Rural Community

In Connecticut there are several small towns which are grouped together in dietricts for what is commonly known as "state supervision** which comes under the classification of "Field Service" - "Division of Rural Education". There are five towns in the lower part of the Connecticut River Valley which are under "state supervision" from the standpoint of education. They are Essex, Deep River, Westbrook, Chester and Old Saybrook. All these towns are supervised by Mr. William M. Strong, Field Supervisor of Rural Education and Miss Alice O'Neill, Assistant Supervisor of Rural Education under the direction of the State Board of Education.

During the past four years there have been changes in the type of report card used in the elementary schools in the five towns listed above. In the school year 1930-1931 a traditional type report was used. It was issued four times a year. The form was a white card seven and a quarter inches long and five and one eighth inches wide. A copy of it is given on page 37.

When this traditional type report was in use parents com- plained because they had to wait approximately ten weeks to know the marks their youngsters were going to receive. Parents thought that they were entitled to a report on their children before the regular report card was issued. To meet this need a "Deficiency Report" was made up in teachers' meetings at Essex

i

-37-

Connecticut. . This mimeographed sheet was sent home three weeks in advarice of the report card, it was used for pupils who were failing in school subjects, A copy of the form used in the school year 1930-1931 is presented in the second diagraii listed below; see page 38.

I. ESSEX SCHOOLS (Traditional report form)-*

"The Home and the School Should ;vork Together for the Good of

the Child"

Report of

192 192 Grade

Four

Reporting perioas

First Quarter

Second

Year Av

— r I I I

+j >>

<D, U

CO cd ;QtE-i

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ft

105

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cd

O

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t£)

iH

1 1

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CQ

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o

1 u

«H

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CQ

^ 1

T — r I I

Third Quarter

1 1 I < 1

1 1 1 1 '

1 1 1 1 1 « t 1 t 1 « 1 i 1 1 1 1 1 1 t t 1 t 1 1

Fourth Quarter

till III

1 t 1 1 1 1 t 1 1 t t t 1 1 t t t t t 1 1 1 1 t

J L

•a

CQ

iC!t

<D'S

a-;

' tsl '

o'

•H '

•H,B

,^ ,

•H,

to fl

DQ

OS

>»'<D

f-H t

,o ,

Q,

_I L

Parents or Guardians Sign Below Each Quarter Upon Examining This Report.

Explanation: A Excellent, 90-100. B Good, 80-89. C Fair, 70-79. D Failure.

Parents are cordially invited to confer with the teacher or principal .

Signature of Teacher

1. Elementary School Report Card, Board of Education., Essex,

Conn.

-38-

II. Deficiency Report ^ Date

"This Is to notify you ttiat Is

not doing satisfactory work In due

perhaps to the causes checked below:

Is not reaay for this grade.

Has great difficulty In learning.

Is Immature for his age.

Is Inattentive.

Disturbs others.

Is lazy.

Seems to have Insufficient sleep.

Is not in good physical condition.

seems to need medical attention.

Is too young for the grace.

Has a very small English vocabulary.

Is aDsent frequently.

Does not do his homework.

The school Is Interested, as you are, In t It posslDle for this child to make normal progres school. Will It not De posslCile for you to visit observe what your child is doing in classes, and matter over with the teacher after school? Such conference, In many cases, gives an understanding problems which makes it possible for school and h ate more fully and successfully In the education

rying to make s through the

the school, then talk the a visit and

of the pupil' ome to cooper- of the cnild.

Teacher.

please sign and return to the teacher.

I have received the deficiency report on,

dated

Parent's Signature,

The teachers and parents oecame conscious of the need

for a new report card, several teachers' meetings were held

to talk over report cards. Here (page 39) Is a copy of a letter

2

which was sent to all elementary schools in the district.

1. William M. Strong, Field Supervisor of Rural Educ, Essex,

Conn.

2. Personal letter from William M. Strong dated October 31,1932

-39-

Essex, Conn. Oct. 31, 1932

"To All Elementary Teachers in Old Saybrook, Westbrook, Essex, Chester, ana Deep River:

Much work has been done on the proposed changes in report cards. Miss O'Neill has met with nearly all teachers and has pooled the results of these meetings and office con- ferences. The inclosed suggested report forms are the results. Will you consider these carefully and report your conclusions at the meetings to be held as follows:

Mon. Oct. 31 - ESSEX - Report Cards - 3:43 Tues. Nov. 1 - CHESTER - Report Cards - 3:45 wed. Nov. 2 - OLD SAYBROOK - Report Cards - 3:15 Wed. Nov. 2 - 'J7ESTBR00K - Report Cards - 4:00 Thur. Nov. 3 - DEEP RIVER - Report Cards - 3:^0

Will you also consider the possiole changes in the preseni. cards - by crossing out existing factors, bracketing, etc., which might be used if funds are not available for new cards .

Very truly yours, W. Strong"

These meetings held in Essex, Chester, Old Saybrook, Westbrook and Deep River resulted in a new report card to take the place of the traditional form listed on page 37. Essex and Westbrook used the new report card during the school year 1931-1^^3^ • The otner tnree towns aid not adopt the new card, ' This form was printed on blue cardboard. It was seven Inches long and six and one eighth inches wide. It was folded into a booklet made up of four pages. A copy of the contents is listed here Dy pages:

•

-40-

Fage one

For use in gracieB 3 to 8

1

THE PUBLIC SCHOOL

of

7»estbrook, Conn,

School Report of

at the

School

for the year 193 -3

Teacher's signature

To The Parents:

This card presents to you a record of the progress of your child in school. Education includes many things and takes place every- where. The schools are held largely respon- sible for the development and training in scholarship--hence you have a "Scholarship" report. The school recognizes that it is helping the home in the development of the child, through encouraging the practise of desirable habits and att itudes--hence you have a "Habits and Attitudes" Report.

After examining this report will you sign and return it promptly to the school? Your signature indicates merely that you have examined the report.

Your schools are open for visitation at all times. You villi be welcomed there at any time to observe the school at work. Teachers are at liberty for conferences with parents after school hours.

1. Report Card used in grades 3-8, public Schools, Westbrook and Essex, Connecticut >

Yours truly,

Wm. Strong, Supt.

4

1,

-41-

Pafie two

"Desirable Habits and Attitudes

1.

1

I s Courteous

\

......

•

1 •

2.

Uses Initiative :.

3.

Is prompt • I .

4.

Works well with others..'..

5.

Is Self reliant I .

6.

Is Persistent I .

7.

Is Doing his best I.

• ••••••

8.

Is Clean in Speech .

9.

Xs ^33,^ • ••••••••••••••••••

A mark like this x means that progress is unsatisfactory .

ATTENDANCE RECORD

1 2 3^

' 1 1 1 i

I I t I

Days Absent I I 1 I

I I I I

Times Tardy ! '. ! I

till

till

Parent's Signature

First period

Second period

Third Period

Fourth period "

-42-

Pagethree

"SCHOLARSHIP

Final

Mark

Physical Education

Grammar

Composition- Oral. . .

Written

Spelling

Reading- Silent .

Oral . . .

Arithmetic . . .

Social Studies- Geography

History . .

Civics , . .

Writing

Art and Handwork

Music

Hygiene

Science or Nature Study . . .

Prospect of promotion

Explanation of I.iarks : A-Excellent; B-Good; C-Fair; D-Unsatisf actory ; F-Failure."

II"' 1 1 ■ '

1 ' t ■ t

1 '

-

1 1 , . . 1 r

1

1

J 1 • 1 '

1 I ■ .1 I

c

•

-43-

Paf^e four

"PROMOTION RECORD

-44-

In ttie school year 1931-1932 the "Deficiency Report" which is listed on page 38 was revised. This was done through cooper- ation of teachers and parents. The revised form is as follows:"

Deficiency Report Date

"This is to notify you that is not

making satisfactory progress in the grade,

probably due to the causes checked below:

1. Too young for the grade.

2. Immature for his age.

3. Lazy.

4. Inattentive.

5. Seems to have insufficient sleep.

6. Lacks muscular control.

7. Speaks a foreign language at home.

8. Nervous.

9. 'i^/ishes to attract attention.

10. Has a speech difficulty.

11. Disturbs otners.

12. Too irregular in attendance. 13« Seems to need medical attention.

14. Lack of ability to express himself.

15. Speech difficulty.

16. Cannot work without help.

17. Poor work in study habits.

18. Does not take part in class discussion.

The school is interested, ae you are, in trying to make it possible for this child to make normal progress through the school. Vvill it not be possible for you to visit the school, observe what your child is doing in classes and then talk the matter over with the teacher after school? Such a visit and conference, in many cases, gives an understanding of the pupil's problems v/hich makes it possible for school and home to cooperate more fully and successfully in the education of the child.

■Teacher.

Please sign and return to the teacher.

I have received the deficiency report on. dated "

1. William M. Strong, op. cit.

-45-

The new form was used in the schools of Westbrook and Essex for a period of two years. This report form brought with it certain obstacles in the way of interpretation. To clarify the new card certain changes were made in the card itself. This

letter explains the first revision of the new card:

..1

Essex, Conn. Nov. 16, 1932

"To Essex Teachers:

The first cards for 1932-33, grades 3-8, will be sent home the week of November 21, 1932.

The Report Card is one of the agencies provided by the school for the purpose of reporting to parents the progress of their children in school.

The School being concerned with the all around develop- ment of the child has evolved, with your assistance, a card which makes provision for the reporting to the parents the child's in school progress in the development of desirable habits and attitudes as well as his progress in scholarship.

The report card should serve as a means of bringing teacher and pupil together in the evaluating of the pupil's work. Most pupils are or can be as sincerely interested in their progress and development as is the teacher or the parent. Ko child desires to be a tail ender - no child is a tail ender in everything. At times the difficulty in finding a child's point of excellence is great. But once found it is a sure firm foundation upon which he can build strongly and surely. The child grows dally in school - he has daily opportunities to measure himself. We have a. big opportunity to help him recog- nize and use these frequently. Thus doing the "report" is a summary made by the teacher thoroughly understood by both teach er and pupil, capable of clearer interpretation by both pupil and teacher to parents. No report card should be a disappoint- ing shock. Thus reports to parents become more valuable.

The new card which has been in use some two years, while a marked improvement over cards previously used, has presented certain problems of interpretation to both teachers and parents

Therefore the following changes will be made on the present cards for 1932-33:

1. Personal letter, William M. Strong, dated November 16, 1932

I

-46-

Front - After writing in the pupil's name add grade( ). Desirable Habits and Attitudes.

Strike out ("A mark like this x, etc.") Use - Yes, meaning this child "is courteous", etc. - No, meaning this child

"iB not courteous", etc. Where no mark is inserted the pupil's development is average. The pupil should know what these comments mean and particularly wherein he is deficient and how he can improve.

Scholarship - Cross out Fair write "Average" below it.

Cross out Unsatisfactory write "poor" below it.

Essex Teachers:

These marks will mean exactly what the words imply to teachj- ers and parents and are to be used by the teachers on the basis of a reasonable standard for each given grade.

Teachers in grades 3-6 may bracket as illustrated: G-rammar -) Composition -) Oral -) Written -) and give tue pupil one mark in this field.

Teachers in grades 3-8 may bracket as illustrated:

Geography -)

History -)

Civics -) and give the pupil one mark in this field.

Teachers may mark out either Science or Nature Study leaving the other and marking in this.

Prospect of promotion - no mark will be given in this at the first marking period, therefore put a cross in the square following Prospect of promotion &nd under 1.

Physical Education covers Play activities of the child on the playground and in the classroom.

Language -(Grammar, Composition, Oral Written) includes not onlyf the formal study of these subjects and applications in drill periods but all of the writing and speaking which the child does in all activities.

Spelling - includes use of spelling in writing a history story or a letter as well as the formal learning, testing, and drill work in spelling.

c

-47-

Readlng - includes application of reading skills in all school work as well as in formal reading periods.

Arithmetic - includes ability to use numbers outside of the arithmetic class as well as in it.

Social Studies - includes not only the ability to learn facts

and return them but also the ability to find and use them

Writing - is an all time school activity embracing neatness and

clarity of arithmetic papers and notebooks as well as thjp writing exercise.

Art and Handwork - includes the work done in the regular art and handwork periods and also the work of this kind carried on by the pupil at other times during the day.

Music - applies to school vocal music and appreciation and

should give credit for growing appreciation as well as skill. The boy who can not sing may still do a credit- able piece of work in research, notebooks, construction.

Hygiene - covers the teaching and use of health habits.

Science or Nature Study - are clearly designated by their names.

These changes were carefully explained to the children and their parents. The parents were reached through meetings of the Parent-Teachers' Association which are well attended. This revision of the new report form was made possible through the cooperation of parent, teacher, and school officials.

While this new card was being used in Essex, and »Vestbrook parents and teachers in the neighboring towns of Old Saybrook, Deep River and Chester watched the reaction with great interest. The people in these towns visit each other considerably, perhaps there is not any better common ground than a report card. Soon the people in the three towns where the traditional card shown on page 37 was in use began to ask questions about the possibil- ities of a new report for their towns.

The teachers in Westbrook and Essex were ready to do more

along the line of report cards. The teachers in Chester, Deep River and Old Saybrook were convinced that their communities were ready to accept a new type report card. Groups of teachers gathered together in meetings, to organize a new report form.

-48-

Several types were presented. Typewritten copies of suggested report card forms were given to mothers and fathers through, mothers' clubs, room clubs, and the parent-Teacher Association.

The first forms brought two distinct divisions in the grades. One form was given for grades three and four.-'-

"Desirable Habits and Attitudes Yes - Well Developed. No = Poorly Developed.

Nov. Feb. Apr. June

He is working as well as he can '

He gives worthwhile ideas to the class--3

He can plan good work for himself

He works well with others

He is courteous to other children

He takes good care of books, desks, etc. He is usually clean and neat

Health as Observed in School

Nov. Good work in

Needs to improve in

Feb. Good work in

Needs to improve in

Apr. -Good work in

Needs to improve in

Prospect of Promotion

June Good v/ork in

Meeds to improve in

1. Report Form, Teachers' Meeting, Essex, Conn.

-49-

The second form was for use in grades five through eight:

5-8

"Desirable Habits and Attitudes Yes z Well Developed. No = Poorly Developed. Nov, FeD. Apr. June

He Is working as well as he can.- _

He gives worttiwhile Ideas to the class.

He can plan gooa work tor himself.

Ke works weil with others. '

Ke plays weii with others.

Ke is courteous to other chilaren.

He takes good care of Dooks, desKs, etc' He is usually clean ana neat. ■ ^

Health as Ohservea in School

G = Good; A - Average; F = Poor; P = Passing.

English

ReaQing

AtLendance Record

N. F. A. J.

Social Studies

Days AD sent'

Science & Health

Times Tardy'

Arithmetic

Spelling

Arx, & Handwork

Prospect of Promotion

1. Ibid.

-50-

Botti of ttiese forms Have the same material listea on the back^-''

"Attendance Record

Parent's Signature

_ ,y ... ... ^,

» ■ .. - .. .

Days ADsent' '

1 1

' Nov .

1 I"

» ■ —

Times Tardy' '

1 f

'Feb.

Apr»

Promotion Record

Date

is promotea to the

G-rade .

Teacher.

Report or

Year

Grade

Teacher,

You are asked to examine this report and to sign in the proper place. Your signature shows only that you have seen the card, ir you have questions, regarding your child's progress in school, tne teacher win oe glad to discuss them with you any afternoon after school."

1

-51

These last two forms have never been used. As a result of the study and discussion of these "temporary forms" the report care used in grades three through eight are the same in all five towns. The forms used in grades three and f our:

"Desirable Habits and Attitudes

Yes « Well Developed.

No Mark Means Average

No - Poorly Developed

I Nov I Feb.

Apr,

June

He nas roqq work naoiLS.

He gives wortnwhlle laeas to Lhe class.,*

He can plan gooQ work for Himself.

He works well wlxh others.

He plays well with others

He is courteous to other children.

He Lakes gooQ care of books, desk, etc.)

He Is usually clean anh neat.

Health as Observea in School

Nov.

Feb.

Nov. G-ooQ work in

Needs to improve in

Feb. GooQ work in

Needs to improve in

prospect of Promotion

Apr. Good work in

Needs to improve in

prospect of Promotion

June Good work in

Needs to improve in

1* iDid.

Boston Unlversif;^ Schecl of Education Library -

f

-52-

In grades five and six this type is used:

"Desirable Habits and Attitudes Yes - Well Developed. No = Poorly Developed

No Mark Means Average,

4-

Nov.

Feb.

Apr,

June

He has sood work habits.

He g.ives worthwhile ideas to the clsss.}

He can plan sood work for himsel

He works well witn others.

He plays well with others

He is courteous to otherchildren,

He takes sood care of books, desk, etc.j He is usually clean and neat. }

Nov.

Health as Observed in School

Feb.

G- = G-ood Av - Average P = Poor

Nov

Feb

Apr

Jun(

Reading

Social Studies

English

Arithmetic

Spelling

Art & Handwork

Physical Education

prospect of Promotion

1. Ibid.

f

I

-53-

Thls form is for grades seven and eight:

"Desirable Habits and Attitudes Yes 2 Well Developed. No = Poorly Developed.

No Mark l.ieans Average.

Nov .

Apr,

June

He has good work habits.

He gives worthwhile ideas to the class.

He can plan sood v>'ork for himself.

He works well wit a others.

He plays wen wIlq others

He is courteous uo otner caliaren.

He taKes gooa care or pooks, aesk, ei,c

He is usually clean ana neaL

Health as Oi^served in School

Nov.

Feb.

G - Good Av - Average • P - poor

Composition Oral

Written

Grammar

Reading Silent

Oral

Social Studies

Nov

Feb

Apr

June

I Nov

ArlLhmetlc

Spelling

V^riting

Art & Handwork

Phys. EQuc

Music

ProspecL or Vi-^m,

FeolAprl

June

1. iDla.

-54-

On the back of each form for all gredes the contents con- cerning "Attendance Record" - "Parentis Signature" -"promotion Record" and advice to parents are the same.-^

"Attendance Record

{Nov«

Days Absent i

Feb.

Apr_«

Jun. !

tNov.

Times Taroy,

iFeo,

lApr,

Promotion Recora Old SayDrook, Conn.,

is promoted to the

_g rad e

Teacher

OLD SAYBROOK. CONN.

Report or

Year

G-rade

Teacher

This caro presents to you a record of the progress of your child in school. Education includes many things and takes plact everywhere. The schools are neia largely responsible for tne development and training in scholarship - hence you have a "Scholarship" report. The school recognizes that it is helping the home in the development of the child, through encouraging the practise of desirable habits and attituaes - hence you nave a "Habits and Attituaes" report.

After examining this report will you sign it and return it promptly to tne school? Your signature indicates merely that you have examlnea the report.

Your schools are open for visitation at all times. You will be welcomed there at any time to observe tne school at work. Teachers are at liberty for conferences with parents after school hours.

Wm. Strong, Supt.

1. Ibid.

•

i

-55-

Ttiis letter explains the new type report form to the 1

teachers :

"To All Elementary School Teachers:

Essex, Conn. NOV. 9, 1933

Regarding: Report Cards

I. The Report Card is one of the agencies provided by the school for the purpose of reporting to parents the progress of their children in school. !

II. The School being concerned with the all around development of the child has evolved, with your assistance a card which makes provision for the reporting to the parents the child's in school progress in the development of desirable habits and attitudes as well as his progress in acholarship.

III. Desirable HaDits and Attltuaes: This part of the cara snoula De fiiiea out oy the teacher in conference with the pupil. The pupii should know what these comraenLS mean, particularly wherein he is deficient and now ne can Improve.

IV. Scholarship rating:

G s GooQ Av - Average

p - poor

These marks will mean exactly what the words imply to teachers, parents ana pupils and are to oe used by the teachers on the basis of a reasonable standard for each given grade.

Note : Where a pupil in grade 7 is doing grade 5 work In Reading - the teacher should write in following Reading Grade 5 and give that pupil credit through his marks for the quality of work he is doing in the subject on the basis of Grade 5. In every grade there are pupils doing work which is clearly two or more years below standard - these should be noted.

These teacher ratings in Scholarship should not be a shock to the child. He should know frequently where he stands - he should be encouraged to frequent accurate self evaluation of his work. Wherever possible teachers should have con- crete evidence of pupils' abilities as marked - i.e., papers, reports, test results.

PHYSICAL EDUCATION covers tne work or the chilQ on the playground and in Lhe gymnasium and the study and application of hygiene.

i. Personal letter, William Strong, dated November y, 1933

f

-56-

LANGUAGE OR ENGLISH (Grammar, ComposlLion oral and written) in- cluaes not only Lhe formal study of these subjects and appil cations m drill periods Dut all of ttie writing and speaking which the child does in all school activities.

SPELLING includes use of spelling in writing a history story, o a letter, as well as the formal learning, testing and drill work in spelling.

READING incxudes application of reading skills in all school work as well as in formal reading periods.

ARITHMETIC includes ability to use numbers outside of the arith metic class as well as in it.

SOCIAL STUEIE:S includes not only the ability to learn facts and return them but also the ability to fina them and use them.

WRITING, too, is an all time school activity embracing neatness and clarity of arithmetic papers ana notebooks as well as the writing exercise.

ART ANL HANDWORK as their names imply - pupils shoula De en- couraged to apply their art in many fields and should recelv|^ credit for such applications.

MUSIC applies to school vocal music, appreciation and should give credit for growing appreciation as well as skill. The boy who can not sing is a monotone, but may still do a cred- itable piece of work in research, notebooks, construction.

SCIENCE OR NATURE STUDY are clearly designatea Dy their names.

The report cara shouia serve as a means of bringing teacher and pupil together in the evaluating of tne pupil's worlc. . J,':ost pupils are or can be as sincerely interested in their progress ana aeveiopment as teacner and parent. No child aesires to be a tail enaer - no cniia is a tail enaer in every- thing. At times the difficulty in finding a child's point of excellence is great. But once found it is a ^ure firm founda- tion upon which he can build strongly and surely. The child grows daily in school - he has daily opportunities to measure himself. We have a big opportunity to help him recognize and use these frequently. Thus doing the "report" is but a summary honestly arrived at by the pupil with the teacher, understood by both, capable of clearer interpretation by both pupil and teacher, to parents. Thus no report card is a disappointing shock. Thus reports to parents become more valuable.

How much farther can we go along this road of reporting in 1933-34?"

This district of five towns does not issue a report card in grades one and two. The personal letter is used in these grades for youngsters who are not doing satisfactory work.

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A mimeographed slip of paper is used for the early part of the second grade. If a youngster is not fairly adjusted to the gradj^ after a six week period a slip is sent home, followed by a per- sonal letter, a conference, or a home call.

"This is to inform you that

is not making a successful beginning in second grade work.

Teacher"

Concerning a continual revision of the report card }f,r. Strong declared that the school committees in the five towns were willing to use the report card in the revised form without a great deal of discussion about the matter at that time. Later he stated that perhaps the next step would be suggestions for the parents to help. His question in his letter listed on page 56 "How much farther can we go along this road of reporting in 1933-3^?" leads me to think that this continued revision of the report card will be satisfactorily accomplished in this district

1. Used in Grade Two, Grammar School, Essex, Conn.

•

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Chapter IV Substitutions for Marks

Parents have interested me in their frankness in the dial cusslon of marks on report cards. Occasionally a father or a mother asks the "how" of the mark. One of my hardest tasks has been to show how a pupil gets an A or a B. The subjective ele- ment is so great that an explanation of a designated mark means nothing. After discussing marks with many parents and teachers we have come to the conclusion that the marks as they are gen- erally given mean nothing but a personal estimation of a child by a teacher who sometimes has standards which are both object- ive and subjective.

Re eder in a discussion concerning marks states: "Grading

should be more instructive and less judicial. It is of little consequence to the pupil or anyone else whether he gets a 'per- fectly fair mark' or any mark at all, but it is vitally impor- tant that he be helped to remedy each fault as economically and as permanently as possible. Pupils and parents may demand exac^ grades but pupils and parents take their cue from the customs ot the school. When we have with sufficient clearness laid our emphasis upon the correcting of specific faults and the develop-j ing of definite abilities and have reorganized our school trad- itions accordingly, there will be the same demand for these on the part of parents. Accurate in all the fundamentals and in the use of the decimal point is just as stimulating and far mor^ exact a grade than B plus or 91.75 percent."

Bennett writing on the method of emphasizing marks stated

•* or for emphasis some teachers were prone to give AA or

possibly FF -- whatever these could precisely mean.^

Gulp writing on "The Truth About iviarks" tells us: "Unless the schools wake up of their own accord the parents will soon ask that imagination, guesswork, and deliberate 'fixing' be relegated to the sphere of things condemned. "5

As far back as 189^, White in his "School Management" wrote: "if 100 percent were a chosen idol, and teachers and pupils were devout idolaters the worship of this percentage god

1. Ward G. Reeder"," op. clt. , p. 157

2. Henry Eastman Bennett, op. cit., p. 152

3. V. H. Gulp, "The Truth About Marks", Journal of Education,

- Vol. 114, p. 364

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would. not be more zealous, or, we may add, more harmful, than it Is in many schools. What the schools Imperatively need is more vital teaching and less marking and bookkeeping . "^l

Fowler says: "That he would abolish school marks because they tell nothing about the child's real ability or progress and provide unworthy motives for learning."^

Often we hear the statement: "A child's mark is his pay for his work. That is just what a mark is -- the profit motive in education. It is paying a child to do what he should other- wise want to do for the sheer satisfaction of learning. A child is naturally curious. He wants to know the why of everything. This native curiosity is the basis of his education. Yet delib- erately and painstakingly in our schools we destroy this learn- ing drive with our marks, rewards, cups, buttons, honor rolls, penalties and every other conceivable kind of artificial incen- tive. Schools are shot through with artificiality. The school mark is the most pernicious of all. It is harmful because it gets such easy results. A mark of 'seventy-five per cent' or 'C' in reading is so convenient for the teacher and so reaaily understood by the parent. In a class of thirty pupils, all sim- ilarly price-marked, you can easily tell exactly what the rela- tive worth of each child is in that written on a report card the parent the roof, depending on the parental

subject. YkTien it is neatly can beam approvingly or nit disposition and his standard

of success. It gives Father a chance to say threateningly ,' Brin 5

that mark

or

game ' , works .

But

he smiles what they bies, I'll

up by next Friday night or you 'If you get 90 next time, I'll

don't go give you

to the Navy a dollar' — it

what does it do to the child? If he is a bright boy grimly and says to himself, 'All right, I'll give therd want. I'll kid the teacher. I'll play up to her hob- I'll do well what is expected -- no more. I'll cheat, copy. I'll get good marks, since that's what this educatiolh

business seems to consist of.' He will do what you and I did school, what thousands of boys and girls are being taught all

in

over this fair land of ours to do — that Furthermore, what does seventy-five really tell the parent about the progress tell whether he likes reading, whether he speed and comprehension than last month? he reads with discrimination, somethings

is, beat the game, per cent in reading of his child? Does reads with greater Does it tell whether accurately and others

it

with speed to get the story or gist? Can he use the dictionary? Does he read orally with expression and clear enunciation? Does it reveal his ability to read in varying fields, such as poetry, drama, fiction and biography? Does it indicate good reading habits, such as rhythmic eye-movements, freedom from lip move- ments, and so forth? It does nothing of the kind. It says that the child got seventy-five per cent in reading, nothing else'.'3

1. Emerson E. White, School Management, p. 15^

2. Burton P. Fowler, How I.luch Do School r.Tarks flatter? Parent's Magazine, January 1933, p. 12

3. Ibid.

- The

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In a summary of his art states: "School marks should b aphernalia of an antiquated, c tional machine. They should b children feel inferior (or sup a feeling of insecurity, dull make children course-passers i general unworthy motives for h substitute really human record to revere the rights of childh abilities that encourage child ousies, heartaches and futile, goals. 1

icle on scho e abolished ompetitive , e abolished erior) , enco the edge of nstead of le ard work* I s worthy of ood, records ren and pare selfish str

ol marks Fowler with all the other paf- and artificial educa- because they make urage dishonesty, givi intellectual curiosity, arners, and provide iiji n their place let us an age that professes

that reveal latent nts instead of Jeal- ivings for unattainable

The city of Newton, ^'Massachusetts recently abolished marks and report cards in the elementary and junior high school A letter was sent home to parents who have children in the ele- mentary and junior high schools. A copy of the letter sent "To

o

Parents of Elementary School Children" is given below:

NEWTON SCHOOL DEPARTIvffiNT Newtonville, Mass.

October 1933

"To Parents of Elementary School Children:

Newton schools rank high among those of cities of similar size because at no time has an opportunity been lost to make changes in the organization when the change would better the individual pupil. After a number of months of study the teach- ers, in conjunction with principals and the superintendent, hav^i decided to do away with the old marking system.

During the past decade, educators, parents, and many pupils have questioned the value of marks. Scores of experiments have been tried which definitely prove the following facts:

1. Marks are unfair to the child.

2. They foster unhealthy competition.

3. Marks do not give parents any important knowledge of their children.

As a part of the plan, new types of testing procedure will give the parents a better knowledge of the child's progress, and the teacher an opportunity to render a greater service in

1. Ibid.

2. Letter, Newton School Department, Newtonville, Mass., dated

October 1933

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accordance with the individual needs and capacity of the child.

The child's success or failure will be his secret, shared only by himself, his teacher and his parents. The parents will receive word twice a year of the progress and achievement of their children, more frequently, if conference is necessary. Parents may arrange for conference at any time.

Under the new system, there will be no lowering of standards Each child will be encouraged to work to the limit of his abil- ity and capacity.

It is our belief that school work will become more vital and meaningful tnan ever before in the absence of artificial awards and honors,

we shall appreciate your continued interest and co-operation

Miss Heloise Chase Miss Alice J. Kennedy Miss Mary Cleveland Miss Mary Gianferante Mr. Haydn Pearson Miss Maude E. Stewart

Committee

Approved: John Lund, Superintendent."

Committees of teachers and principals have been formed t( help the teachers in the executing of the underlying principles of a no marks and no report cards system. Teachers were encour- age^ to ask questions relative to the substitutions for marks and the new system in general. The committees met and presentee, answers to a variety of questions. Some of these questions and answers are:^

"What scheme of recording daily papers and recitations will bd used? i:ay each teacher develop his or her own system or will a uniform system be adopted?

Answer: "The Committe recommends that teachers do not use letters or per cents but that they keep records in the form of notes on progress. (No grade or mark, meaning letters or per cents shall be placed on a child's paper)."

1. General Information Relative to the Revision of the Marking System in the Elementary and Junior High School, Bulletin No.l, p.l, V/ays and Ivieans Committee, Newton Public Schools,

Newton,

€

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"Shall we write favorable or unfavorable comments on pupils' papers? "

Answer: "Written material in the form of daily work,

compositions, etc., should bear pertinent and constructive criticism relative to the pupil's apparent strengths as well as weaknesses. Avoid unfavorable comments like 'very poor' . Say rathei 'You need much help in etc."

"How shall we correct papers so that pupils may understand where their mistakes are?"

Answer: **Errors should be marked clearly with any

positive and specific comment which will help the pupil to understand his difficulty."

" ?nien John asks us, 'Am I doing passing work?' or 'How do I stand', what shall we say? On what shall we base our answers? We can't rely on memory of daily recitations."

Answer: "No reference should be made to the terms referrec to by either of the terms 'passing' or 'not pass-* ing' . Tell the pupil the facts of the case in terms of constructive statements. The teacher may say to the pupil, 'You are doing a good piece of work' ; 'Your work in English is exceptionally fine' . In the lower grades the explanation must be couched in such terms as will be understood by the younger child." ||

"Does this lack of marking make the pupils do better work or does it make tnem grow careless?"

Answer: "There is not to be a lack of 'marking.' There

should be more marking in the sense of correctio This again is a matter of the ability of the teacher to meet the situation which was Just as common with A, B, and C, etc., as it is without. The appeal of the teacher, personal contact with the pupil and the home should greatly lessen this condition. It must be expected, however, that in the cases of a few individuals the change will have a negative effect but this will be only a temporary situation at best and should disappear when all the details of the plan are in full op- eration. In passing, it is Interesting to note that the operation of the primary grades (1, 2, 3) without traditional marks and report cards for the past two years has produced no undesir- !. able effect, but quite to the contrary the 'tone* of the schools and grades affected has been heightened. "

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}J #

*^Is it possible to depend wholly upon the innate desire to learn on the part of the child v/ithout any form of artificia stimulation or incentive?"

Answer: "Work should be made sufficiently interesting to stimulate such a desire. Teachers must be alert to allure a pupil where and when he is inclined to shirk." 1

"V'/hat will be the status of the achievement tests under the new plan?"

Answer: "VTider use of achievement tests will be made both of the published tests and those prepared by various departments , "2

The next month another bulletin was issued on a question

and answer basis. Here are additional questions and answers:

"Some parents will insist upon asking if their children are passing in a subject. What answer shall we give them?"

Answer: "There will undoubtedly be some parents who will insist upon wanting to know whether a pupil has 'passed' or 'not passed'. The teacher may say in this event that if the pupil continues his present rate of educational growth he will, by the end of the year, have completed sufficient work to warrant his going on with the group or subject. If the parent still insists upon the use of the terras 'passing' or not'passing' he is to be told that we are no longer using these term||B nowever, they ma^ so interpret what has been said

if they so wish.

"when a number the new

class exercise or unit of work with a certain definit||e of questions or examples is given, is it contrary to plan to place upon the oapers correctly answered, asl for example (3x) (17c); (5x) (15c) or (7x) (13c)?"

Answer: "Any methods used to indicate the number of prob- lems, sentences or v;ords that are right and wron^ at the top of the paper is not in harmony with | the new plan. There seems to be no necessity foij marking 'rights' by 'C' or other device. '7/rongs'l should be indicated, stating also why it is wrong when it is feasible to do so. "5

"An answer in the first bulletin states that no letters shal] be placed upon a child's paper. Loes this mean that we may not place a large capital C standing for correct on a paper

1. Ibid. p. 3 4. Ibid. p. 5

2. Ibid. p. 7

3. Supplementary Questions Relative to the Revision of the Marking System in the Elem. 2c Jr. High Schools, Bulletin No. 2, p. 4, Ways and ILeans Comm., Newton Public Schools, Newton,

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that is entirely correct'

Answer: "if it is understood that the capital C is merely a means of indicating a paper free of errors and does not represent a grade, it may be used. It is recommended, however, that such devices as the check or teacher's initials be used in its place, since in these devices there is no carry-over froiq the old plan."

"»Vhen class papers are displayed will it include all the papers good and bad, or Just the good papers? 7/ill we have the nameib show? Shall parents be allowed to see work of other pupils? Where does the printing of the better composition work in our* school publication come in?"

Answer: "pupils should always be given the opportunity to see work which is well done not only from the point of view of context but the workmanship as well. There are other qualities in addition to the perfection of context such as neatness, form, and originality, which may provide abetter reason for display. This would apply as well to material used in school magazines. It would be worth whil4 to display two papers which show the improvement that an individual had been able to make, even though the second is not a 'perfect' paper. It would give recognition to growth."

"why cannot percentages be used in arithmetic?"

Answer: "in spite of tbo fact that arithmetic, language, vocabularies, etc., might, seem sufficiently objected to warrant percentages, studies have indicated t bases may be used in correcting work of subject matter and therefore vario may be obtained. Accordingly, we hav the use of percentages in evaluating subject matter along with the letter in evaluating the other more subjecti subject matter."

spelling , at the outseH

the use of hat various in this type us results e discarded this type of symbols used ve types of

"in the lower grades will it be permissible to use signs such- as gold stars, brownies, etc., to designate papers well done?"^

Answer: "it is permissible and perhaps desirable to use these devices if they are used in place of the written comments which would appear on the paper if it were the paper of an upper grade pupil. They should not, however, be held up as an award or in- centive for good work. If they are used they

1. Ibid. pp. 5,6

2. Ibid. p. 8

I

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should be given to a relatively large number of ckiildren instead of a chosen few, as most small children are making their best effort most of the time."

The committee in answering questions that have been asked do not feel that a complete piece of work has been done. The committee has merely started to think seriously in new terms and abandoned old forms and procedures.

The schools in Y/innetka, Illinois and Bronxville, New York have recognized the difficulties involved in reporting fair|- ly a pupil's progress in the various school subjects. A "goal card" is used in these places to keep the pupils and parents accurately and objectively informed of school progress. V/hile marks have not been altogether abolished; the traditional per- centage or letter mark does not appear on the report of school progress to the parent.

The Bronxville goal card for the elementary grades is a double-folded sheet with a single page dimension of 8 by 10-| inches. The first page tells the parents the meaning of the goals. The double inside page lists the objectives for two yeais of work in written English, oral English, reading, social studies, life science, and arithmetic. The elementary grade goals are j grouped together in two's to present the first and second grade j goals, the third and fourth grade goals, and the fifth and slxthj grade goals. The last page gives information concerning absenc^ ana taroiness, gives space for the parent's signature ana a I place for personal remarks about the child. When the topics on

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the goal card are completed the child takes achievement tests to measure his progress. The date completion is entered on the goal card.^ "There is no reason to assume that in any class any two children will be marked identically, except possibly in such subjects as social studies where social participation in the group is so important as to minimize emphasis on individual rates of accomplishment. ^

The third and fourth grade goal card attempts:

1. "To set forth in objective statement each fundamental ability, skill, or piece of knov;ledge which a young- ster may be expected to acquire in third and fourth grades .

2. "To indicate to the parent, as these goals are mas- tered, the progress made by a child. Each time the card is sent home for approval, the parent may see clearly; first, what the child has mastered; second, those skills, abilities or topics on which he is at work, or which are still ahead of him.

3. "From the teacher's comment on the last page, to state whether the child's work during the period under con- sideration is accelerated, satisfactory or slow-- and whether it represents good, bad or indifferent work on the part of the child in consideration of his own native ability, not contrasted to what some one else may be doing.

4. "To tell the parent when the teacher desires a private^ conference "on behalf of the child's well being."

The child will learn more than what is listed on the goa3

card but these things that are learned will be hard to measure

objectively and subjectively -- therefore "these additional

learnings" are not listed on the goal card.

Beatty states: "We believe that out goal cards are a truer measure of accomplishment than reports of the older 'type. Most of the children have been quick to see the advantages of this objectivity and we have secured increasing parental enthus-j iasm for the new form of report." 3

1. Willard V/. Beatty, Objectifying School Marks, American School Journal, Vol.87, Ko.l, July 1933, PP. 27-28

2. Ibid. p. 27

3. Ibid. p. 28

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Here is a part of the third and fourth grade arithmetic goals,

BRONXVILLE, NEW YORK GOAL CARD

Arithmetic

Date

Beginning Date

Subtraction (Burk Self Instruction Arithmetics)

Knows 14 combinations of subtraction in which the upper figure is not more than 9 (Goal A)

6677888 ,2 -4 -3 -4 -2 -6 -3

8 9 9 9 9 9 9 -5 -2 -7 -3 -6 -4 -5

Knows 7 combinations of subtraction in which the upper figure is not more than 9 (Goal B)

4 6 8 5 5 7 7 -2 -3 -4 -3 -2 -2 -5

Can subtract 1 from any number (Goal C)

Can subtract 0 from any number and can subtract a number from itself (Goal D)

Knows the combinations of subtraction in which the minuend is larger than 9 (Goal E)

Can prove subtraction (Goal F)

Can apply the combinations to the higher decades (Goal G)

Can add examples, 4 columns wide, 8 addends high

Can "carry" in subtraction and can apply this principle to all the combinations (Goal H)

Makes Correct change for

nickel dime

quarter dollar

half dollar

Tells time to the minute

Reads and writes dollars and cents thru $99. 99.... Multiplication (Burk Self Instruction Arithmetics) Can multiply by 2 and 3i using all combinations and with carrying (Goal A)

9- 8-30

10- 20-30

10-20-30

10- 29-30

11- 3-30

11-6-30 11-19-30

11-19-30

4th Grade begins here

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In the elementary schools the goals for each grade have been determined as far as possible by scientific investigation. When evidence as to what should be done could not be found that which was accepted as best practice was followed.

Worlton reporting on his efforts to abolish comparative mark

ing states: "it appears certain that the relation teacher and the child and also the relation betwe and the child are substantially improved in the m cases by the elimination of comparative narkings port card. This improved personal relationship e and parents to exert more effective influence in and guiding the educational and personality devel child. It fosters in the school and in the home some and joyous atmosphere in which children can tice positive traits of character leading to high and more desirable qualities of citizenship."^

between the en the parent ajority of from the re- nables teacher^ stimulating opment of the a more whole- live and prac- er scholarship

"in an effort to provide against the negative features of the comparative marking system, an experimental form of report card has been in use in the elementary schools of Salt Lake City since September 1Q30. The characteristic feature of this report form is the elimination of comparative marks. If in the Judgment of the teacher the child is progressing in his studies and in the citizenship qualities listed as well as might reason ably be expected in consideration of his individual ability and opportunities his card contains no entries except those of at- tendance and punctuality. A clean record is evidence that the pupil is doing thoroughly satisfactory work for him although it may be far below the quality and the amount of the work which is done by his class-mates. If, however, the teacher believes that the pupil could and should do better than he has been do- ing, she checks the subject or the character quality in which he is deficient, as a matter of information to parents as an invitation for parental co-operation in meeting the situation. A plus sign is used the following period to incicate that im- provement has been made or another check to show the weakness still persists."^

"it will be observed that effort rather than accomplishment becomes the primary factor in determining the scholarship and citizenship record of the pupil. The child with low native ability has an equal chance with the highly endowed child to make a favorable shov/ing on this report form. If he is indus- trious, he does not receive official notice of his relative in-| feriority in scholarship during his entire attendance in the elementary school. "^

1. J.L. Worlton, "Shall We Eliminate The Comparative Marking System From The Report Card^" Elem. Sch. Journ . ,Vol. 33 ,P . 17^

2. Ibid.

3. Ibid. p. 180

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" REPORT CARD USED IN ELEMENTARY SCHOOLS IN SALT LAKE CITY"^

"ATTENDANCE AND SCHOLARSHIP"

1

porl'^'^R • let semester » 2nd Semester •

1 1st 1 2nd ] 3rd lst| 2nd ] 3rd J

School Days ! ! I ! I !

' f 1 f 1 1 t

Days Absent '. t t \ i i i

' 1 1 1 t 1 1

Times Tardy i , , { , , ,

' 1 1 1 1 1 1

Reading ^ t

VTi^^^^x^^* •••• •••••••^••••••«**« •••••• ••••••••••••••••••

Spelling I I t i t t t

' 1 1 1 1 1 1 Social Studies i » » [ i » i

(Geog. , Hist. , Civ. ) ' t 1 1 1 1 t

* 1 t 1 1 1 1 Nature. .•••••••••••(••••••.•••••.••••ta«>. *••••«*•••••. •••*••...

' 1 1 1 1 1 1

Arithmetic ! ' | I ! !

Health Education. \ J ! ! !

' 1 1 j 1 1 1

UU sic. •.•t»....l.....t.....l.....t. .*•*.•

1

1. "No mark in scholarship means that progress is satisfactory?

2. *'a mark like this (V) means that improvement is desirable

in the subject or trait checked."

3. "a mark like this (t) signifies improvement during the

current period." "Parents should confer with the principal or teacher if the child's report continues to show unsatisfactory results. "t

1. Ibid. p. 181

-70-

"CITIZENSHIP"!

Periods

I

1st Semefeter |

I T

peportment i i

t I

Application » \

Ist * 2nd ' 3rd j 1 { — r

d'Sj

(me TO

ster

I

attitude toward school.. , i t | t

I I I

lourtesy ! 1 I I

I I I

;elf Reliance \ I 11

• I I I

Neatness in - i ' *

1. Desks and books I '. [

2. Written work I I j

3. Appearance j . . , ' ' *

Pairness in -

1 . Work. . . .

2. Play

I

'Kindergarten children will receive marks in attendance only

the first semester and in attendance and citizenship the first

twelve weeks and thereafter in attendance, citizenship and scholarship."

Promotion Record

Date

is promoted to the

Grade

, Teacher

principal

1. Ibid. p. 181

-71

School marks, as we know ttiem, are traditional things. They have been passed down to us since we entered the first grade. Most of them are issued on the basis of one hundred pep- cent. In rare cases the unit of 5 or 10 has been used for mark- ing. The majority of us know the school mark as A, B, C, D, F or E which are interpreted into numerical values. Through their constant use we have learned that the nearer we get to one hun- dred per cent the more perfect we are. Regardless of how the traditional mark is given there is considerable competition be- tween the members of a class to see who can get the high marks. Occasionally a teacher has tried to take the emphasis from the tradional mark by substituting an original system of marking. Soon the system becomes known and again the youngsters live in school under many of the evils that go with mass competition.

It is astonishing how little information the average pa- rent gets when he receives the report card. Perhaps his son re- ceived an F in arithmetic. Let us suppose that the child is in fourth grade. He fails in arithmetic because he can't do long division. Does the parent know that his son can't do long div- ision because he doesn't know the number combinations? All the parent knows is the mark in arithmetic. He doesn't know why hia boy received an F. He isn't told how his child can improve his work. The responsibility for the interpretation of a mark be- longs to the school. It is important for the parent to know why his child has failed. It is still more Important for the

parent to know what can be done to relieve the pupil of his difficulties.

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Constructive criticism should take the place of the tra- i ditional school mark. It should be the desire of the teachers to show the child wherein his weakness lies and through comments on class papers and by individual conferences, direct the teach- ing to meet the needs of the individual.

Constructive criticism and the subsequent teaching in this way build a remedial program for the child. Considerable care must be taken in writing criticism which can be understood by the pupil but cannot be used to compare abilities. Satis- factory papers need not be commented upon unless the child has shown unusual presentation for his ability. The child quickly learns that a paper without comment has been accepted as satis- factory. I

The goal card used at Winnetka and Bronxville offers a

splendid. opportunity to abolish the use of traditional marks by

organizing school work in units or goals and giving credit for

the completion of each unit of work. These units or goals

show what work is required in the various grades. When the work

is completed the date of completion is noted on the goal card.

This procedure encourages individual progress on the basis of

each pupil's effort and ability. It also tends to discourage

mass education by treating pupils on a more individual scale.

The pupils have an opportunity to watch their own progress in

relation to their own ability. The goal system constructed

after careful scientific investigation measures in an accurate |

objective way things which can be measured. It excludes many ' things we believe are taught but of which there is no positive

^ -73-

proof of accompllBhment . Diagnostic testing does not exist for some of our school subjects. Some phases of social studies are an example of this type of subject matter.

The work already started in Salt Lake City, Fresno and Newton toward the abolishing of formal marks issues a challenge to all people vitally interested in more accurate ways of re- porting school progress. New testing procedures must be found to correlate more accurately the pupil's ability and effort with his accomplishments.

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Chapter V

The Use of the Personal Letter in Reporting to parents

The traditional report card has been abolished in some

places to make way for the use of the personal letter. Report

cards have been a target for considerable criticism. Cubberley

writing on report cards and marks states: **So meaningless are the reports at times that some principals would do away with them entirely, and send no reports home except when the pupil is falling behind. The pupil comparison, envy, excitement, charges of unfairness, discouragement, destruction of the reports and forging of signatures represent the bad side of the monthly re- port card."l

Robie writes:

"The Jealousy and bitterness alone caused

comparing marks with each other would Justify their Other evils often occur, such as dishonesty, wherein the teacher's rank and inserts his own, writes

to

by pupils exclusion.

the pupil erases the teacher's rank and inserts his own, »» his parent's signature, or gets his older brother or sister - sign. Pupils often become discouraged when they receive poor ranks, and do not try to do good work in succeeding periods."^

Smith states: '^Competitive marking has been condemned by the finding of psychology and by educational experience. It is doomed, and its successor, scientific analysis, is already in- side our doors. "3

Abbott reports the use of a personal letter at Fresno, California in 1930. Discussion in a series of teachers' meet- ings brought out the substitution of a personal letter for the report card. "The following plans were made:

1. 'Use principal's letter head for the letters.

2. 'Include a section (one paragraph ordinarily) in the

child's progress in subject matter. For example: "joe's work is entirely satisfactory in all subjects except reading. In art and music he is doing exceptional viorlf.. In reading his chief difficulty etc

3. 'Include a section on character traits, personal habits,

J

1, Ellwood p. Cubberley ,The Principal and His School, p. 506

2. Everett E. Robie, "rte-port Cards", Journal of Ed. Vol. 114 ,p . 123 . Eugene Randolph Smith, "Marks & Marking** , Child Welfare Mag .Vol. 27. p. 75 . Robert B. Abbott "An Experiment with Reports to Parents" Bulletin

No. 10, Dept. of Elem. School Principals, April 1931, pp. 350-358

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Bocial difficulties or other accompli Btiments or deficiencies that affect the development of the child' s 'personality . '

4. 'Letters to be signed by the teacher and read and approved by the principal.

5. 'When the teacher felt that a conference with the parent would be valuable when she wished to impart or receive in- formation that the child should not hear, she should ask for a conference stating the time that she would be free to see parents.

6. 'Due to the time it would take to write a letter as com- pared with a report card, report letters should be sent out every eight weeks for all pupils.

7. 'Letters might well be sent at any time, but particularly at four week intervals to the parents of the children who are having considerable difficulty at school - whether academic, social, emotional, or physical. Requests for conferences with parents are better in all such instances.

8. 'The principal should send out a mimeographed letter to parents giving the proposed plan and stating the reasons for following it - the letter to Include a request for suggestions and comments from parents on the plan and alsojl such comments on the report letters as would aid the teackt- er in teaching the child.'

M 1

The possible advantages to this procedure:

1. 'Put the emphasis on the growth of the whole child.

2. 'Better psychologically because it looks to the effect of the report on the child.

1. Ibid. p. 350

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3. 'Fits each Individual child.

4. 'We can, and should more easily mark the child In terms

of his ability and what should be expected of him -- rather than entirely on the basis of comparison with the class.

5. 'Allows definite statement of the child's difficulties,

whether academic, social, or physical.

6. 'Insures closer cooperation of parent and school because

of more definite statement of the child's difficulties.

7. 'Allows parent to write information to the teacher by

providing a space and encouraging parent to make com- ments .

8. 'Allows teacher to encourage the child by commenting on

achievements other than those listed on the ordinary report card.

9. 'It probably means that the teacher would need to know

the child better in order to write such a letter. This would also include better knowledge of his subject matter needs.

10. 'Instead of saying in effect, 'these are John's weak-

nesses. What are you going to do about it?' say, 'these are John's difficulties and here is a possible program! for overcoming them. We can deal with his academic j needs, for the most part, but we need to work together on these personal growth problems.

11. 'It makes the report a teaching act rather than a cler- .ical job."

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"The possible disadvantages:^

1. 'Takes a great deal of time possibly more than

teachers can afford,

2. 'May not give parents satisfaction, particularly if |

they are looking for grades on subjects.

3. 'May not drive the child to further effort as a report

on his accomplishment in subjects may do.

4. 'May allow the teacher to teach without keeping records

of the progress of her pupils in subject matter.

5. 'May be too personal, "it was decided in a teachers' meeting to have each teacher

attempt to write letters for youngsters to be used as "type letters", one for an average pupil, one for a weak pupil (socially or academically), and another for an excellent pupil. The teachers had conferences with the principal. Two things were apparent to all, the importance of time and the need for a technique in writing. The group felt that the extra time spent in writing letters would be great at first, but would decrease as a definite technique was adopted.

"A few of the letters were read, the principal calling for

those he knew presented either the difficulties that should

be brought out or the ideas for a discussion brought out

2

the following points: 1. 'We needed to know more about our children to be able to write letters such as these.

1. Ibid. p. 351

2. Ibid.

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2. 'We should be definite In our statements, giving In-

stances or the instances from which we drew our con- clusions. (This proved to be important, we found later. It was much more valuable to the parent and the child, as measured in terms of changed conduct, for the teacher to write, 'Robert does not pay close attention to the work of the class. In arithmetic he does not hear the explanations or assignments of the teacher and must be told individually', than writing, 'Robert is inattentive'.)

3. 'It is well to tie up an accomplishment of the child>

with something in which he needs to make progress. When pointing out that Lester is careless and untidy in his written work, note that he is very careful of bla personal appearance. Thus ideals are particular rather than general, and the teacher uses an ideal the child has so that it aids in developing habits and attitudes he has not acquired,

4. 'The teacher must get at causes — at least at imme-

diate causes if not at ultimate causes. The report is not satisfactory with 'George is weak in arithme-| tic' but must go on to say that he 'does not know the following combinations' with a suggestion on how the parents may help him if they wish. Or'G-eorge is not getting along well in his class because he

does not remember that he must take his turn. For example. etc • '

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5* 'It makes considerable difference how the letter Is worded. It should be worded so that the teacher's objective yet personal Interest In the growth of the child Is shown. 'John is unruly and belligerent' may give the Impression that the teacher Is taking It as a personal affront. It Is better to Indicate Just what Is meant, by writing 'In working with his class- mates, John Is often belligerent and inclined to break the rules of the group'. This is not necessar- ily tact. It is making certain that the point of view of the teacher is understood by the parent and child! as well as the facts of the case.

6, 'The school should assume in most cases full responsi-

bility for the teaching of school subjects, asking parents only in special cases to assist (and then only under the guidance of the school) . The school is technically prepared to teach subject matter as parents are not. Parents and school cooperate close- ly on development of character traits, habits and attitudes.

7, 'Each letter should fit the needs of each child. The

type of letter that would lead John to further effort would cause Doris to withdraw into herself, consider- ing herself a failure. It is best to try persuasion and to interest the child in making an Improvement

rather than forcing him in any way. Remember that the letter is a teaching act and not a clerical Job.ij

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8. 'Judge children on childish levels - not by adult stanl- dards. If we continue to Judge them on the basis of | what children of their age can do and want to do they will be, in the long run, better adults than if we aijp always comparing them with what they should be as ad- ults.

9. 'It is easier to write letters for the exceptional child - those who stand out in the group, either above or below the average. It is hard to write something distinctive, individual about the average child. This indicates a need to observe more carefully and to know better the average child. It means that we need to develop a technic of recording as well as of observing the traits and activities of pupils.'

A mimeographed letter was sent out with the report letters. A copy of it is inserted below:"'" •"Dear parents:

We are sending you this time a report letter rather than a

report card. You will note that this letter includes a report

of your child's work in the academic subjects (reading, writing

music, social studies, etc.) and a report on character traits

or social habits. The statement concerning the subjects will

usually be one saying that 'John's work is satisfactory in all

subjects except ' followed by a statement of the sub- jects in which he is doing excellent work and those in which his work is poor. This may be followed by a statement of why

1. Ibid. p. 353

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he is weak in a certain subject - such as lack of attention, application, or lack of the ground work necessary.

The part of the report that deals with character traits, ie In our opinion, much the more important of the two. It will te3 definitely the traits in which we think he needs to improve and it will often include a description of the things that happen at school that make us think this. This gives you a definite pic- ture of your child at school. This part of the report will in- clude not only those habits which he needs to improve but will also give him credit for the very fine things he has done during the period.

You will readily see that this type of report has several advantages over the old report card. It still gives you a re- port on how your child is getting along in his school subjects but it places emphasis on the development of character traits and social habits. You would prefer that your child were able to get along with other children, able to think for himself, be honest and upright than that he should stand high in his sub- jects. The school can do more than you can, ordinarily, to im- prove his work in subject matter, but we need your cooperation and you need ours in making a better boy of him or in overcoming any social handicaps he may have. These report letters should be of much more value along that line than the report cards were

The report is sent home with the child, who necessarily || sees it. In many cases we may want to tell the parent something which we do not wish to have the child see or read. On that case we will ask in a sentence at the bottom of the report lettr

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for a conference with you. we hope that you will make every effort to hold a conference with a teacher in case she asks for it.

We are making this report with the child in mind chiefly - rather than the parent. We are concerned more with its effect on him - encouraging him when he needs encouragement, urging him to greater effort when that is needed, praising him when he needs praise, showing which acts we highly approve of and those of which we disapprove. Report cards often discourage the child who has just begun to succeed and often give some children a 'don't care' attitude because they so seldom get good grades as compared with the rest of the class. Not all children can get good grades. Why give some of them an idea that they can't succeed, and others the idea that they are succeeding when they aren't doing their best? All children, however, can learn to be honest, play fair, get along with others, and other like character traits.

We are tryir^ this report plan for this year. Since it requires a great deal more work on the part of the teachers, we are sending out reports to all children only at eight-week in- tervals. On children who are doing unsatisfactory work we willj send reports at four week intervals or notify you in some manner.

We would greatly appreciate your reaction to this type of report. Will you please tell us on the back of the report let- ter what you think of it? Any comments of information that wil!. be of assistance to us in knowing and teaching your child will | be of considerable value. The report letter is only a substitute

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t

for a personal conference with the parent. Where it is possible for you to come to the school and talk with the teacher, that iB of course, much more satisfactory.

Sincerely yours,

principal"

"There were, however, several things that were apparently due to the report letters:^

1. 'After the report letters went home there was obvious

Improvement on the part of children who had tended to disturb the class. The definite statement of the na- ture of the offenses or attitudes often brought a different point of view of his actions to the child, and the fact that his parents knew what he was doing in school seemed to make a great difference. Much of the conscious development of character traits of all pupils can be laid at the door of the letters.

2. 'There was a greater effort to overcome the academic

difficulties listed in the letters apparently putting these weaknesses in black and white and sending them to parents in the very definite statements we used made it possible for the parents to exert greater in- fluence, or made it easier for the pupil to know Just where to direct his efforts.

3. 'Parents understood the purpose and the methods of the

school as they never had before. This understanding

1. Ibid. p. 355

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undoubtedly had had an influence on the attitude of th children toward the school, since it is often a reflec tion of the attitude at home.

4. 'Parents cooperated with the teachers in carrying out

programs designed to help their children better than ever before.

5. 'Subjects assumed their proper relationship both to

parents and children.

6. 'The Report letters often served as a program for the

teachers to follow out for the following period. This

was sometimes true of parent and child. ''The report letters were not satisfactory to all parents by any, means. The many comments received on the back of the first re- |

ports were proof enough, however, of their general approval. !

i

Many commented, "we very much appreciate this new type of report"

A few comments, however, were along the line of, 'I want to know Just how well my boy is doing in school work. I know al- ready what his faults are and that's my Job. You stick to your Job of teaching reading, writing, arithmetic and I'll take care of the other things'.

At the close of the school year a questionnaire was sent out to get the general opinion of parents in their estimation of the new reports. A copy of it is as follows:^

•*We would like to have from each parent in the district a very frank statement of his approval or disapproval of our re- port letter plan as carried out this year. We want this in- formation to guide us in making our plans for next year and to

1. Ibid. p. 356

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answer more fully the questions that have come from other school systems about the plan.

Do you: approve, disapprove, very decidedly approve, very decidedly disapprove, doubtful? (Underline one)

Why

What suggestions would you make?

Please return this to us."

Two hundred and twenty-two families answered this ques- tionnaire out of a possible two hundred and fifty in the school (not including kindergarten). The results:^

Table 2 Attitudes of parents Toward New Reports" |

•

1 Very Decidedly • i 'Very Decidedlj J Approve 1 Approve 'Doubtful 'Disapprove 'Disapprove

r

,Total»

Number ' ^1 i 120 ! 16 J 14? 11 Percent' 2? « 54 • 8 • 6 • 5

t 222 ' • 100 '

These returns from the questionnaire show a general approv- al of the report letter over the traditional report.

Here are some of the comments which came with the answers

2

to the questionnaire:

•

1. Ibid. p. 356

2. Ibid.

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Add rove:

'Because it is much more important to know my child is meeting life than to have an attempt made at an exact grade in academic subject matter.

'It seems that this system lays more stress on charac* ter building of the child as well as giving the parent an idea as to how the child stands in his studies. I most certainly approve and hope- it continues.

'The individual analysis of each child is found to re- sult in a more detailed report, helpful to teacher, parent and child - much more accurate information can be given of each child's own needs.

'The parent receives so much more knowledge about the child than Just the graded report cards. It is a satisfaction to know the home training reflects so much on the school work and play. It also brings the teacher and parent closer together.

'We like this type of report card very much because of

its personal touch and the individuality of each pupil. 'Because they go with the new method of teaching we ' have now. *^Disapprove;

' I am not at all in favor of the report letter. In the first place I want to know how Ted is doing in the different studies and I have absolutely no way of know- ing. I have not had a grade on a single study for two or three years. If I ask the teachers, they say, "Oh

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Ted is getting along fine." That does not mean a thing to me; I want something to compare each time he brings his report home. If I find that he is not as good as the time before, there is something to show him and he can see the difference himself too. I continually ask him what grade he got in different subjects and I never know. He doesn't know or hasn't got his paper back. I Just find out finally whether he passes or not.' 'The Idea of education as an end is too indefinite for a child. I think he needs a definite regular report of his progress . '

' It is not comprehensive enough and could not be used to advantage by a child leaving this school and entering another. '

'It is impossible for a parent to know or appreciate the effect of your new report card plan in the group as a whole; the effect especially upon the students whose attitudes toward each other are often exaggerated by the old grade system. I like to see a new plan tried long enough for definite results. We parents can Judge from only one angle. Personally I prefer the old re- port card with grades on each subject because the pre- ference for certain subjects with my children I believe is a matter of environment which can be largely con- trolled by home encouragement and help. I have in the past rewarded my children for good grades - helping

1

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thelr school bank accounts. It has been quite easy thus with added home help to change C*s to A' s with our children* According to your new plan I can be of no service except as regards school citizenship because I know little of the quality of work being done or the weak points. '

There was a need for a subject matter card at the end of the year because of "transfers during the summer" and the appli-- cation of suggestive work for summer study. "A card was drawn up which 'left space under each subject for the teacher to write in any suggestions that the parents might wish to carry out dur ing the summer J e.g., 'need drill in the following combinations J 'should do much reading of easy books,' etc. It also included a space for standardized test results (recorded as 'at grade,' 'Below grade' or 'above grade') as well as a space for any re- marks that the teacher wished to make as a sumary of the child's growth in character traits during the jear. This card was not printed, but merely run off on a duplicating machine.

The following points are offered as ways of improving the procedure described above:

1. "Mechanics of process improved by having secretary type

reports out.

2. "standards of what to expect of children at different

ages need to be more objective and more carefully worked out.

1. Ibid. p. 357

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5. "Improve outline for recording child growth. Such

an outline would include for example: physical growth) emotional growth, social growth and individual abili- ties and interests as main headings with sub-headings' to be developed.

4, "Methods of recording observations need to be pooled, so that each teacher will use a plan which will be of greatest value to her."

This experiment was carried out at Fresno, California. Fresno is a "city and county seat of Fresno County, situated in the San Francisco and San Joaquin Valley, the Southern Pacific and Atchi- son, Topeka and Santa Fe railroads. The city is an important || fruit growing centre."^ The population was 52,513 In 1930, which is a 16. 5 percent increase since 1920.^ I

Newton, Massachusetts recently abolished the report card form substituting the personal letter which will be issued at least twice a year. A committee has organized "Suggested pro- cedures for Evaluating And Reporting Pupil Growth.**

"The revision of our pupil evaluation, recording and report- ing procedures places greater emphasis upon integrated pupil growth than ever before. Teachers are being called upon to think of the pupil as an entity, a many-sided composite, rather than to think of him within the limits of the narrow confines of achievement in school subjects. In evaluating pupils, therefore, all aspects of pupil growth must be considered."^ ||

"To assist the teacher to think in terms of all aspects of

= = L

1. The Americana, Vol. 12, p. 93

2. "Fifteenth Census of the U.S." 1930, Vol. 1, p. 128

3. "suggested Procedures For Evaluating And Reporting Pupil Growth," Ways & Means Comm. Bull. No. 3, December 1933, Newton, Massachusetts (School Department) p. 1

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a pupil's make-up the committee has prepared a list of habit at* titudes, traits, etc., which is a compilation of material gath- ered from many sources. Any such listing of habits, attitudes, traits, etc., cannot hope to Include all of the elements necess- ary to present a complete picture of any pupil. It is felt, how- ever, that the list presented is sufficiently inclusive to pro- vide a reasonably clear picture and yet be within the limits of practicability. "-^

A check list to assist in the evaluating of the pupil is given on page 91.

^^Preparation of the Semi-Annual Reports to Parents" ^

These suggestions are given to help teachers in the writing' of the reports to parents:

''The reports should be addressed to both parents. In the case of those pupils who have only one parent at home, step- parents, or guardians, the teacher will address the letter to the proper individual or individuals.

"The January letters will report on the growth of the first half-year. They should not be held for distribution of one day but should be sent as rapidly as they are completed. The June letters should contain a summary of the year's growth. They will necessarily need to be held until a set date at the end of the year as was formerly. This does not mean that they would need to be written at the very end of the month. Teachers may begin early in the month preparing the report for those pupils

In which there will be little real change by the close of school,

= — _=_=_=___ = — _ — _ I

1. Ibid.

2. Ibid. p. 16

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tlEWTON PUBLIC SCHOOLS Newton, Massachusetts

Suggested Criteria for Pupil Study and Evaluation

Physical Health Posture

Defects: speech, ears, eyes, heart, T.B. contacts, tonsils and adenoids, glands

Attendance

Weight- emphasis on gain

Muscular co-ordination*

Nervous tension*

Physical abuse - over sex tendencies

Normal adolescent adjust- ment and growth

Vitality

Easily fatigued Power of endurance Physical exuberance, "pep"

Health Habits Sleep and rest Food

Elimination Cleanliness protecting associates from contagion and infection

Mental Health

Security and

Insecurity* Self-control Compensations

and escapes* sense of humor* Supersensitive-

ness* Courage* Conformist* Aggressiveness* Swayed by moods* Jealousy and

envy* Frustrations* Evasions* Feelings of

inferiority or

fears* Sense of pro- portion* Ability to

relax* Adaptability*

Social Ad.lustments

Considerate of others*

Appreciates other viewpoints

Willing to partici- pate in group ac- tivities

Leader or follower

General attitudes Obedience

Desire for improve-f ment

Trustworthiness Dependability* Respects majority decision Cleanliness and personal appearance Maturity for group Boy and girl rela- tionships*

These criteria are for Judging children who are properly placed in grade, course and division.

♦These criteria are explained in detail in the bulletin.

(See also next page - 91')

-91'-

Work Habits

Application Concentration perseverance Span of Attention Accuracy Work: Tempo* Uses time Judiciously- Initiative Reliability Follows directions Neatness and orderliness Responsibility* Seeks Assistance* Makes Independent use of

reference material Resourcefulness Thoroughness Punctuality

Desire for Improvement Y/ork Characteristics

Achievement

Relation to capacity Better work than might be expected

What Is expected

Less than might be expected Influence of

Interest on achievement

Physical health

Educational foundation

Mental health

Home background

Social adjustment

Outside activities Makes creative contributions* Improvement effected since last

report Normal growth Exceptional growth Achievement Test Results Meets requirement of course In

case of college divisions Standards of Accomplishment*

♦These criteria are explained In detail In the bulletin,

(continued from previous page - 91)

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leavlng until later those for which, more evidence may be needed. In this way the work may be evenly distributed over the month and the last minute rush avoided.

"Letters should be simple, concise, and frank statements. Stereotyping and formalism should be studiously avoided,

•'Make the letters fit the homes into which they are going. For the home where English is not the mother-tongue a much simp- ler type of letter should be sent. In a home where the parents can understandj a much more analytical letter will be appreciated,

"when negative criticism is used, teachers should seek to point out remedial measures.

"Make it a point to say something good about the pupil. Even in the most difficult and trying cases, there will be some- thing that may be said to the advantage of the pupil.

"a carbon copy of the letter will be made.

"a receipt form is to be made out and included with the letter. When it is signed and returned by the parent, it should be attached with the other materials to the copy of the letter.

"Sample Cases Illustrating The Use Of The New Pupil Evaluation

Forms And procedures:^

"Sample Case No,l"^

"Sample Case #1"

"The following is a letter which concerns a boy of average ability who is responding fairly well.

Dear Mr. and Mrs. :

You will be glad to hear that Charles is carrying on the work of the fifth grade in a

1. Ibid. p. 18

2. Ibid. p. 30

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very satisfactory way. He shows excellent spirit and ability in all playground activities.

His English is not up to the quality of the good work he is doing in Arithmetic and Spelling. G-eography and History offer him more difficulty, and he would be in trouble were it not for his excellent effort. The help that you have been giving him at home since our talk last fall has been a real aid in these subjects.

You can take pride in a faithful and consci- entious boy.

Sincerely yours, "

'*SamT)le Case ^^T**"*"

"A letter sent to the home of an above-average child who Is making unusual progress.

Dear Mr. and Mrs.

Jane has been working faithfully and successfully during the last four months. She is always ready to contribute when she has an understanding of the subject or to ask a question on a point with which she needs help. She goes a step beyond mere learning of an assignment and often brings In her individual contribution to class. She has done remarkable work in Science. Both you and she have been generous with reference material.

All her good habits of work and her natural ability have made school accomplishment unusually satisfactory.

sincerely yours,

"Sample Case #10"^

Philip has shown himself a happy child in kindergarten. He adjusts well in the group, is interested in all the things we do, and is eager to attempt new activities.

Sincerely yours, "

1. Ibid. p. 33

2. Ibid.

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**Sample Case ^8'

"The two following letters might be used in telling abou1 children of limited capacity who are doing the best they can and for whom no other placement or adjustment is possible now.- |

Dear Mr. and Mrs. :

Philip is interested in school and is happy because he always tries to do his best and to be helpful. He plays so well with the other children that they like him and are glad to have him in the class.

School subjects are difficult for him. He spells well and writes nicely. He gets some Arith- metic by great effort. He cannot get the thought from Geography, History and Language work.

However, we feel sure that he is getting much that is of real value to him from his school life.

Sincerely yours,"

''Sample Case #9"

Dear Mr. and Mrs. — '

M

Although Clara still finds meny of her school subjects difficult she is making good effort and is getting many worthwhile values from her school life.

She is pleasant and co-operative, always willing to do her best. She can get and give pleasure in read- ing easy material, and can spell fairly well. Her writing can be improved by more practice. She does some Arithmetic through great effort, but she falls to get thought from content subjects.

Sincerely yours,"

Sample Case #11" (Kindergarten) Dear Mr. and Mrs. :

Mary seems happy and is enjoying her contacts with other children. 7>hile she has taken rather a long time in getting started I feel that now she has begun to have power in gaining vocabulary and in com- prehending what she learns.

Sincerely yours,"

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This letter was sent home to all parents who have children In the elementary schools.

"To Parents:

The sympathetic and cooperative attitude of parents gener- ally has been of great help to us in working out what we feel is a more human and valuable system of reporting on individual pupil progress.

There is enclosed herewith a letter from the teacher of your child which has been written to provide you with a report of his progress to date, we feel that you want most to know what use your child is making of his abilities and how he is overcoming his limitations. V/e believe that health of mind and body, ability to live and work successfully with others, work habits and attitudes, all have an important effect upon achievement as well as being of great importance in themselves.

The letter of necessity is merely a summary statement. We shall be pleased to have you discuss with the teacher any matter concerning your child in greater detail.

NEWTON SCHOOL DEPARTMENT

Cordially yours,

Mary J. Cleveland

Heloise Chase

Alice J. Kennedy

Mary Gianferante

Approved:

Maude E. Stewart

John Lund,

Haydn Pearson, Chairman

Supe rlntendent"

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"Newton, Massachusetts - city in Middlesex County on Charles River, and on the Boston and Albany Railroad.

"Newton is a beautiful residential city.

*^Newton has some manufacturing establishments, chief of which are silk mills, fire alarm supply works, paper box and curtain factories, printing works, worsted mills and cordage factory." ^

The population was 65,276 in 1930. There has been an

2

Increase of 41.7 per cent since 1920.

The disadvantages of the use of the personal letter as a means of reporting pupil progress which were listed by the Fresno teachers are especially interesting. They claim that the writ- ing of letters to the parents takes a great deal of time. The writing of a personal letter to each parent can offer a great deal of satisfaction to the teacher. In Newton where the lettel* is in actual practice as a means of informing parents of the prip- grese of their children in school, it is believed by the admin- istration that no more time is utilized than was previously spent under the traditional marking system. The problem of sati- Isfying the parents has been pointed out. In the City of Newton over 90 per cent of the comments received from parents either in writing or by telephone, were favorable toward the no marking system. A large part of the remaining 10 per cent were parents whose children have taken pride or received rewards for excel- lence in studies. Parents and some teachers thought that young|-

sters working under the no marking system would not receive the drive necessary to keep their work up to where it should be.

1. "The Americana," Vol. 20, p. 292

2. ♦'Fifteenth Census of the U.S.** 1930, Vol. 1 p.lOO

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In the opinion of the teacher groups the pupils as a whole are doing a better and a more satiBfactory piece of work under the new system. The objection raised toward the use of the personal letter because it would lead to a laxity in record keeping is definitely administrative as a problem which can be adjusted by saving actual class papers of the individual for conference witbi the pupil and parent. While the personal letter may be too per- sonal there is no particular danger when the letter is written tactfully and kept confidential.

The personal letter aids teaching by forcing the teacher to analyze the individual. This should also tend to stress the importance of the child as an individual.

In Newton, parents are notified by telephone or letter about the condition of pupils at various intervals as the need arises. The final letter of the year is a continuation of the mid-year letter. It summarizes improvements which have taken place and the final achievement and proper placement of the pupil for the next year.

The purpose of the letter while it definitely states the conditions, is actually an urge for a closer personal contact between the home and school to bring about a better knowledge and understanding of the home conditions under which the child is working. This should ultimately bring about a greater indiV' idual achievement by pupils necessarily working in groups.

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Chapter VI

Summary and Conclusions

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From facts already presented in the first chapter a typical report card form would probably contain the following:^

1. Marks for the whole year given three times a semester.

2. More space for marks in school subjects than habits and attitudes.

3. Interpretation of teachers' marks as A, B, C, and etc.

4. Space for an explanation to parents.

5. It would be constructed of white cardboard approximatej- ly four inches long and six Inches wide.

The schools are working toward good citizenship. Hence many of the schools provide a place for rating specific habits and attitudes. Some of the lists of habits, and attitudes are not well organized, contain duplications, and point out negative iCharacteristics. There is a question whether lists of negative habits and attitudes should be placed before children when they do not contribute toward good citizenship.

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Approximately two thirds of the report card forms emphasize the need for cooperation between the home and school.

The lack of reliability and consistency of teachers' marks demand that school officials plan several teachers' meetings based on the marking system. In the carrying out of a campaign for reliability and consistency of school marks the following will be found helpful:

1. Francis E. Homer, A Survey of Elementary School pupil Report Forms, Bulletin No. 8, Department of Elementary School prin- cipels, p. April 1929

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1. The making of uniform standards by all the teachers on a cooperative plan to be used in judging the pupils abii ity to achieve definite things.

2. In marking pupils with letters, each letter to be de- fined in detail as a symbol for abilities to do certain things understood by pupil, parent, teacher, and prin- cipal.

3. The use of the "^normal probability curve" as a useful tool in the measurement of pupils scholastic abilities.

4. The use of standardized tests and scales for all subjec" matter for which objective material is available.

5. Assigned reading on curves and the distribution of marks.

6. Teachers* meetings in which curves in marking are dis- cussed.

7. Each to be required to tabulate and graph her marks be- fore she sends them to the office at the close of each marking period.

8. The placing of each teachers' scholarship marks on a chart in the principals office or teachers' room.

9. The discussion of the marking chart with individual teachers and the teachers as a group.

Progressive public schools are gradually leaving the tra- ditional report card form for an all inclusive report which gives an account of the individual pupil as a whole. The newer report form gives a "Scholarship Report" and a "Habits and Attitudes Report". The former is a report on the fundamental school

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Bubjects and the latter tells about the qualities In the child

which make for good character and citizenship.

The enlarged program that exists in the more progressive public schools today should be given a place on the report card which is the official means of contact between home and school. The traditional report forms answered the purpose of a scholar- |Bhip report which was common to that period in our school history where emphasis was placed mainly on reading, writing and arithme- tic. Today a school program is presented which has a much broad- er aspect, therefore a more detailed report on the whole child is desirable.

In the change from the traditional scholarship report to the newer ^Scholarship" - "Habits and Attitudes Report" care should be taken to have the transition come gradually. The pub- lic has a right to know why the newer report is more desirable. Considerable education of parents, teachers, principals and pup- ils must be carried on to insure a cooperative attitude toward the change from the traditional to the newer type report form.

The gradual educating of the community from the traditional, report form should lead to the "Scholarship" and "Habits and Attitudes Report". These can lead to the use of a goal card. The best type of goal card should concentrate on satisfying the needs of three individuals:

1. To the child it must list the work of the task before him so that he knows what he is required to do without confusion. Then he can plan to work at a rate of speed

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which Is best for him with due consideration for the situation as It applies to him.

2, To the teacher It should give the work of the grade In detail showing the levels of achievement that should be at- tained before a child Is ready to advance to the next step.

3. For the parent It should serve as a comprehensive re- port of a child's progress In school showing the coming stages of advancement that are pertinent to each youngster.

Report cards can be abolished In the elementary schools. The personal letter as a means of reporting progress In school has taken the place of the report card In some of the more pro- gressive schools. The advantages of the personal letter as a means of reporting pupil progress In school are as follows:

1. It Is a report on the whole child.

2. A child Is treated as an Individual on the basis of his ability to achieve certain standards.

3. It can be used so that parents can't compare young- sters In scholarship and personal qualities.

4. It should abolish fear, bitterness. Jealousy, hatred and other undesirable qualities that sometimes resul with the use of a report card.

5. It gives the teacher the opportunity to spend the time on teaching and preparation which would be spent on clerical work tabulating marks under the tradition- al system.

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6. It can contribute toward the elimination of mass com- petition for sckiool marks.

7. It should result in better teaching as a result of closer cooperation between home and school.

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Chapter VII Bibliography Books

1. Bennett, Henry Eastman. School Efficiency, pp. 152-153*

Boston: Glnn and Co., 1917

2. Benson, Arthur Christopher. The Schoolmaster, p. 76.

N.Y.: Putnam and Sons, 1908

3. Cubberley, Ellwood P. The principal and His School.

pp. 505-506. Boston: Houghton Mifflin Co., 1923

4. Greene, Harry A.; Jorgensen, Albert N. The Use and

Interpretation of Educational Tests pp. 161-164. W7y. : Longmans Green and Co. , 1929

5. Heck, Arch 0. Administration of Pupil Personnel, pp, 385-412

Boston: Glnn and Co., 1929

6. Reeder, Ward G. The Fundamentals of Public School

Administration, p. 349. N.Y.: The Macmlllan Co. , 1930

7. Rugg, Harold. A Primer of Graphics and Statistics for

Teachers . IV & 139 pp.

Boston: Houghton Mifflin Co., 1925

8. Trabue, Marlon Rex. Measuring Results In Education, p. 43.

N.Y.: American Book Co., 1924

9. Starch Daniel. Educational psychology, p. 426.

N.Y. :The Macmlllan Co., 1924

10. White, Emerson E. School Management, pp. 154-158.

N.Y.: The American Book Co., 1894

11. Fifteen Census of the United States 1930. I p. 128; p. 500.

Washington: U.S. Government Printing Office, 1931 I

12. The Americana. XII. p. 93. XX p. 292.

N.Y. : Americana Corporation, 1931

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MAGAZINE ARTICLES

13. Abell, Ed. ''Grading from the Median." Journal of Educational

Research. XVIII (December, 19^8), pp. 425-428

14. Ashbaugh, E. J. "Reducing the Variability in Teachers' Marks'.'

Journal of Educational Research. IX (March, 1924) p. 198

15. Ayer, Fred C. "Taking the Guess out of Grading". American

School Board Journal. LXXXIII (October, 1931) , p. 35

16. Beatty, Willard W. "Objectifying School Marks." American

School Board Journal, LXXXVII (July, 1933), pp. 27-28

17. Beatty, W.V/. "Objective Report Cards." Normal Instructor

and Primary Flans. XXXVII (June, 1928) , p. 228

18. Blake, Isabel Underwood. "The Cryptic Report Card." America:

School Board Journal. LN No.l (January, 1917) , pp. 24, 57

19. Broady, K.O. "How pupils Can Use Report Cards." Child

welfare. XXV (November, 1930), pp. 149-151

20. Campbell, L.R. "So Pupils May Know." School and Society .

XXXII (December 6, 1930) , pp. 762-763

21. Clelland, J.S. "Complacent Pupils and Indifferent parents."

School and Society. XXXVII (April 29, 1933), pp. 558-559 ,

22. Culp, V.H. "The Truth About Marks." Journal of Education.

CIX (April 1, 1929) pp. 364-365 |

23. Dean, A.D. "When Report Cards Come Home." Journal of

Education, CXI I (November 3, 1930) , p. 345

24. Foster, H.H. "How Can Pupils Be Marked More Fairly."

American School Board Journal. LXXXIII (December I93I) , pp. 49-51

25. Fowler, Burton P. "How Much Do School Marks Matter." Parents'

Magazine. VIII No. 1 (January, 1933) pp. 12-14

26. Goldstein, Henry M. "Pupil Rating and Report Cards." Journal

Of Educational Method. VII No. 3 (December, 1927) pp. 128-133

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27. Haynes, CD. "Use and Abuse of ttie Grade Curve." Elementary |

School Journal. XXIX (April, 1929) , pp. 378-380

28. Hendry, F. "Report Cards of the Royal Oak Public Schools."

Elementary School Journal. XXIX (Aprill929) pp. 603-609

29. Hulten, C.E. "The Personal Element in Teachers' Marks."

Journal of Educational Research. XII (June, 1922) , p. 54

30. Lund, John "More Truth About Marks." Journal of Education ,

CIX (June 3, 1929) , pp. 609-610

31. Madsen, I.N. "To Mark or Not to Mark." Elementary School

Journal. XXXI (June, 1931) , PP. 747-755

32. Robie, Everett E. "Report Cards." Journal of Education.

CXIV (September 21, 1931) , p. 123

33. Rugg, H.O. "Teachers' Marks and the Marking System."

Educational Administration and Supervision .

I (January, 1915) pp. 117-142 ||

34. Smith, Eugene Randolph. "Marks and Marking." Child Welfare

Magazine, XXVII (October, 1932} , pp. 73-75

35. Washburne, Carlton W. "Goal Books in the Winnetka Schools."

Elementary School Board Journal. LXIII "(December, 1921) pp. 32-33

36. Worlton, J.T. "Shall We Eliminate The Comparative Marking

System From The Report Card." Elementary- School Journal. XXXII (November, 1932) , pp. 176 -iB^

37. . "school Regisxers." Connecticut Common

School Journal, I (1638-1839), p, 17^;

II ^839-1840) , p. 209

38. . "Parenxs' Reports." Elementary School

Journal, (April, 1928) , pp. 564-568

39. . "The pros and Cons of Report Cards."

The Massachusetts Teacher, XII No. 5 (February, 1933), pp. 140-143

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BULLETINS

40. Abbott, Robert B. An Experiment With Reports To Parents.

pp. 350-358. Department of Elementary School principals Bulletin No. 10, National Education Association of the United State Washington: April, 1931

41. Bangs, Cecil Warren and G-reen, Harry A. Teachers ' Marks and

the Marklnp; System, p. 17. University of Iowa Extension Bulletin No. 244, University of Iowa, May 15, 1930

42. Holland, Mary N. Creating: Effective pupil Reports, pp. 363-371

Department of Elementary School principals Bulletin No. 10, National Education Assoc!* atlon of the United States. 7/ashlngton: April, 1931 I

43. Homer, Francis E. A Survey of Elementary School Pupil Report

Forms, pp. 218-234. Department of Element- ary School principals Bulletin No. 8, National Education Association of the United states. Washington: April, I929

44. Trabue, M.R. School Records and Reports, p. 267. Research

Bulletin Vol. V No. 5, National Education Association of the United States. Wash.

45. Williams, O.G. Pupils' Reports and Supervision, pp. 359-362

Department of Elementary School Principals Bulletin No. 10, National Education Associ- ation of the United States. Washington: April, 1931

UNPUBLISHED MATERIAL

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46. Knight, F.E. *'The Construction of a Cumulative Record for

Elementary Schools." Unpublished Master's Thesis, Yale University. May 15, 1927, pp. 22-23

47. General Information Relative to the Revision of the Marking

System in the Elementary and junior High School." Bulletin No.l p.l. Ways and Means Committee . Newton Public Schs. Newton, Mass.

48. "Suggestive Procedures for Evaluating and Reporting Pupil

Growth." Bull. no. 3 pp. 1-33 Ways and Me Comm. . School Dept<

ans

Newton, Massachusetts

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