Relative achievement of English-speaking and Spanish-speaking children

Item Type text; Thesis-Reproduction (electronic)

Authors Peak, George Joseph

Publisher The University of Arizona.

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Link to Item http://hdl.handle.net/10150/553110

Relative Achievement of English-Speaking and Spanish-Speaking Children

byGeorge Joseph Peak

Submitted in partial fulfillment of the requirements for the degree of

in the College of Education of the

University of Arizona

Master of Arts

1931

ssm?

osvrYof

I.II.III.

IV.V.VI.

VII.

TABLE OF COETENT3Page

Introduction and Purpose of the Study 1 Treatment of Data 4 Analysis of Pupil Distribution According

to Raco-Orade and Race-Age 8 Analysis of Race-Grade Achievements 12 Analysis of Race-Age Achievements 38 Relative Race Influence upon Different

Subjects 43Statement and Interpretation of Conclusions 50

INDEX TO TABLESPage

I. Distribution of Pupils According to Raceand Grade 10

II. Distribution of Pupils of Grades SB to 8A,Inclusive According to Age and Race 11III. Results in Composite Scores by Race andGrade 15IT. Results in Paragraph Meaning by Race and

Grade 17V. Results in Word Meaning by Race and Grade 18VI. Results in Dictation (spelling) by Raceand Grade 19VII. Re suite in Language Usage by Race and Grade 20VIII. Results in Literature by Race and Grade 21IX. Results in History-Civics by Race and Grade 22X. Results in Geography by Race and Grade 24XI. Results in Physiology and Hygiene by Raceand Grade 25XII. Results in Arithmetic Reasoning by Raceand Grade 26XIII. Results in Arithmetic Computation by Raceand Grade 27XIV. Results in Composite Standing by Race and

Age 29XV. Results in Paragraph Meaning by^Rade andAge 31

ill

IimBX TO TABLES (continued)

XVI. Results in Word Meaning by Race and AgeXVII. Results in Dictation (spelling) by Race andAgeXVIII. Results in Language Usage by Race and AgeXIX. Results in Literature by Race and AgeXX. Results in History-Civics by Race and AgeXXI. Results in Geography by Race and AgeXXII. Results in Physiology and Hygiene by Race

and AgeXXIII. Results in Arithmetic Reasoning by Race andAgeXXIV. Results in Arithmetic Computation by Race

and AgeXXV. Results in All Subjects by Race Groups

Disregarding Age and Grade

XXVI. Ranking by Subject According to Race Influence

32

33343536

Page

39

40

41

43-44

46

iv

1

Relative Achievement of English-Speaking and Spanish-Speaking Children

IIntroduction and Purpose of the Study

In order to determine the relative achieve­ment of English-speaking and Spanish-speaking children, it was thought best to make use of three race groups rather than two. These three groups are the English group, the English-Spanish group, and the Spanish group.

The purpose of this study is twofold.First, an effort is made to determine the

relative ranking of the three raoe groups in achievement in the upper grade subjects. Which race group ranks highest, which next highest, and which lowest? Does it hold true for all subjects under consideration? Does it hold true for each grade under consideration? Does it hold true for each age under consideration?

Second, disregarding age and grade, an effort is made to determine the relative effect of race upon each subject. Which subject shows the most effect of race? Which subject shows the least effect of race? What is the intermediary ranking of the remaining subjects?

The ten tests, as contained in tie Hew Stanford Achievement Tests, Advanced Examination, Form V,

/

constitute the basis of this study. These tests deal with Paragraph Meaning, Word Meaning, Dictation (spelling), Lan­guage Usage, Literature, History and Civics, Geography,Physiology and Hygiene, Arithmetic Reasoning, and Arithmetic Computation. Provision is made by the authors of the test# for a composite score, which is the average of the achievement in the ten subjects. This study also employes the composite score.-. - ' . - / ; ; " ' ; - • , . : V

In Janusury, 1930, these tests were given to the pupils in grades, SB to 8A, inclusive, in the city schools of Tucson, Arizona. For- the purpose of this study, all papers of pupils with Chinese, Indian, or negro parentage were elim­inated. Also the papers of those pupils, who due to absence did not take all ten of the tests, were discarded. There re­mained a total of 1832 pupils, each having taken a test in ten different subjects.

Upon teachers’ judgment these 1832 pupil® were divided into the three race group®. The English group contains 1019 pupils and embraces, as the name implies, all pupils who are recognized as English or American. The English- Spanish group contains 160 pupils, who can be classed neither as English or as Mexican, but who have the influences of both races. The Spanish group contains 653 pupils, who are solely of Mexican parentage. . ^ (

Certain limitations surround this study.It can be seen readily how difficult it is to make race divisions

3

3

of this character. There are bound to be oases that might fall within one of two groups, and teachers1 judgment is net wholly accurate. However, in the main it is believed that the groupings are satisfactory. Again children of Tucson may or may not be representative of the English and Mexican children elsewhere. Also the tests as instruments of measurement have limitations. Many activities enter into the modem school which cannot be measured by tests. Moreover, these tests deal with the ordinary subjects, and not all of them. It will be noted that handwriting is not Included. Another restriction placed upon this study is the small number of Engllsh-Spanish pupils that are available, laterally any findings that develop from this study must be viewed in the light of the above re­strictions.

4

Treatment of Data

The tecte were administered and scored wader the direction of the investigator. Three sets of fre­quency distributions were made, each score being tabulated three times and entering once into each set of frequency distribu­tions. There is a total of 519 frequency distributions. Due to the large amount of raw material weed in this investigation,

/ j ' .such material has not been included; however, comprehensive summaries of the distributions are given.

II

8et.,.qfThis set of frequency distributions is based on grade and race. The scores of the English group were tabulated according to grade for each of the ten subjects and for composite score.As has been previously stated the grades run from SB to 8A, inclusive. B grades indicate the lower half of the grade, and A grades indicate the upper half of the grade. In a like man­ner tabulations were made for the EngllshmSpanleh group and for •the Spanish group. The results cf this first set of frequency distributions are found in Tables III-XIII, inclusive.

Second,Set, Q&Froqucnp^Di G ^ W M pns:The second set Of frequency distributions is based on age and race. As in the first set of frequency distributions, each race group was treated separately and all subjects were used. The ages are grouped by years running from the ten year old’s

6

to the fifteen year old* s, inclusive. Those few scores that 1 fell outside this range were not used in these distributions.

The results of these distributions are found in Tables XIV-XXIV, inolueive. . ' ; ' ' ■ ' ■' .

Thi#..Set. .PM t ri^tion,s,iThe third set of frequmwy distributions includes a separation of the three race groups, but both age and grade are disregard­ed. All subjects are used for each race group. The results of these distributions are found in Table XXV.

Treatments Themedian is used as the measure of central tendency. The relia­bility of medians has been secured by means of the following •- ' ' ' . ' :fomxla; - ' - . ' '" ‘ '

(?ruUv) 4.

The reliability of the difference in mediansbetween race groups has been secured through use of the follew-

' , ' ■ ; . . ' .ing formula:

The results found through use of this formula, together with the difference in the two ranking medi­ans, when translated into terms of Table XV, found on page 135 of Statistics in Psychology and Education by Garrett*,., give the number of chances in 100 that there is a true difference

6

between the medians greater than mere.

* Garrett, Henry E. Statistics in Psychology and Education.Hew York. Longmans, Green and Oo., 1926. pp. v - 317.

Correlations between race influence and achievement were made in each subject in each of the three sets of frequency distributions. Owing to the use of the three race divisions or classes, correlations were secured by finding 0, the Coefficient of Mean Square Contingency. The method develop­ed by Professor Karl Pearson** was used. The ranges of the

** Yule, G. U., An Introduction to the Theory of Statistics. 1919. page 64ff. Chas. Griffin and Company, London.

distributions under consideration were divided into five parts. This makes possible a 3X5 fold table. The highest relationship that ©an be secured by this type of table is .816. However such has been found satisfactory for the purpose of this study.0 has been taken as equivalent to r.

Summaries of Results from Frequency Distribu­tions: The results from the frequency distributions are givenin Tables III—XXV. The tables give the ranking of the race groups according to medians. The English group has been placed first; the Englieh-Spanish group, second; and the Spanish group, third; Differences between the medians of the English group and the Knglish-Spanieh group are shown; also differences between the medians of the Englieh-Spanieh group and the Spanish group are shorn. The following items are recorded in the tables;

▼

medians, quartlies, reliability of medians expressed in terms of PE, difference between ranking medians, reliability between difference of medians expressed both in terms of PE and in terms of PE and in terms of chances in 100 of there being a true dif­ference greater than zero. Finally correlations between race Influence and achievement are given.

anaGrade and According to Race and Acre: In addition to the above presentations two other tables have been made. Table I gives the number of pupils in each grade for each race group, together with the median age for each grade and each group. Table II shows the distribution of all pupils according to race and age, together with the median age for each race group.

8

Analysis of Pupil DlstrlMtlon According to Iteos-^rade and Race-Age

III

fables I and II give an interesting summaryof the situation as found in the city schools of Tucson, fable

. : ■ ■ ■ ■ • ■■ - ' .I shows the distribution of pupils according to race and grade.Referring to the columns giving the number of pupils for each race group for each grade, strong evidence is found that retarda­tion and elimination are greatest with the Spanish group. Re­tardation and elimination are the least with the English group;

- -

while the English-Spaniah group occupies an intermediate position. For instance, by combining the 5B and the 5A grades, and by doing the same with the 83 and the 8A groups, and then making a compar­ison between the number in the fifth grade and the number in the eighth grade for each race group, it is found, by using the fifth grade numbers as bases that retardation and elimination can be expressed in the following percentages; English group,^ 17.3$; English-Spanish group, 36.3$; Spanish group, 65.1$.

In other words the English group has in the eighth grade 82.7$ of the number it has in the fifth grade; the^ English-Spanish group has 63.7$; while the Spanish group has but 34.9$. In spite of uncontrolled factors, these percentages, due to their wide differences, must be considered as excellent substantiating evidence of the superior influence of English race conditions over Spanish or Mexican race conditions..

§

Referring in Table I to the columns giving the median ages for each group in each grade, it will be noted that consistently throughout all grades, from 5B to 8A, the median age of the English group is lowest, the median age for the Spanish group is highest, and the English-Spanish group ©couples an Intermediate position. The fact, that English children are able to reach a grade at a lower median age than can the English-Spanish children, and that the English-Spanish children can do the same at a lower median age than can the Spanish children, is very strong evidence of the superiority of English influence.

Table II gives the distribution of the pupils in the three race groups according to age. Grade in this dis­tribution is disregarded. Table II in a measure substantiates Table I. The English group with a median age of 12 years 5.3 months is the youngest; while the English-Spanish group with a median age of 12 years 11.3 months is next youngest; and the. Spanish group with a median age of 13 years 8.4 months is the oldest.

10

TiBLE I. DIStBIBOTIOH OF PUPILS ACOORDIHQ TO RACE AND GRADEWITH MEDIAN AGE FOR EACH GROUP GIVENGRADE

Ho. ENG.Med. AgoENG.-SPAN.

Ho. Med. Age Ho.SPA®.Med. Age

8A n 14-1.6 14 „ 14-9.0 41 15-4.8SB . 1S8 13-9.4 14 14-4.8 46 14-9.67A 83 : 13-4.0 17 13-7.2 63 14-8.8fB 176 12-8.8 26 13-1.7 64 13-11.46A 90 12-4.0 23 12-10.3 90 13-9.2SB 186 11-9.3 23 12-4.8 101 13-5.75A 83 11-6.6 16 12-2.0 142 12-11.2SB 194 10-7.9 28 12-0.0 107 12-8.0

TOTAL 1019 160 663

11

TABLE II. DISTRIBUTION OF PUPILS OF SHADES 5B to 8A, INCLUSIVE, ACCORDING TO ACE AND RACE

AdE(yra-mos.) ENG. ENG.—SPAN. SPA*.

Below 10 24 3 210-6 142 10 2011-6 229 20 7212-6 260 50 12213-6 209 42 ,15814-6 114 22 13615-6 30 10 10116 & above .11________ __ 3 42TOTALS 1019 160 653Med. Age 12 yr. 5.3 mo. 12 yr. 11.3 mo. 13 yr. 8.4 mo.

11IV

Analysis of Racei-Grrade Achievements

In determining relative achlsvement of raee groups, it is well to approa<di the problem from two standpoints. The present division deals with comparisons based on grade. The next division deals with relative achievement based on age. If both methods yield essentially the same findings, such evidence is all the more acceptable.

Tables III to XIII, inclusive, as has been previously stated, set forth the results as derived from thefrequency distributions based on race and grade.

, . . . . .

Table III has to do with composite scores.The pupil's composite score, as will be recalled, is the average of his accomplishment In the ten subjects and is a good representation of his general achievement. Likewise the results obtained from frequency distributions of composite scores are good representations of race achievement by grades. Com­posite achievement will be considered first, and will be follow­ed by treatment of specific subject achievement.

In the study of Table III, as well as those that foliar, Interest will center upon four of the columns.Other columns are accessory and are explained on page 14. Column Mdn gives the medians. Column D gives the difference between the medians. Column Ch gives the chances in 100 of there being a true difference, between medians, greater than sere. Column 0 gives the correlation between xace and achievement. All

13

correlations, unless otherwise stated, are in favor of the English.

It will he noted in Table III, composite achievement, that for each grade without exception, the English group median is the highest, the English-Spaaish is the next highest, and the Spanish is the lowest. From Column D it will be seen that substantial difference exists between the medians. Especially will the differences that exist between the English groups and the Spanish groups be emphasized, when it is made clear that these differences are not directly set forth. Dif­ferences are here directly set forth only between the English and the English-Spanish groups, and between the English-Spanish and the Spanish groups. In other words the difference between a certain English group and its opposing Spanish group is the son of the two given differences.

Dhder Column Oh, giving the chances in 100V ' ' ■ ' • ' ' -of there being a true difference greater than zero, it will be noted that as a rule the chances are sufficiently high to give a satisfactory reliability of the difference between the medians. They run from 64 as the lowest to 100 as the highest.

Observing the correlations as set forth in Column 0, and remembering that .816 is the highest correlation obtainable by this method, it will be seen that such correlations are high enough to give important evidence of the superiority of English influence. The lowest correlation for any grade is .299, and the highest is .440. All correlations are in favor

14

BXPLAMTIO* OF OOLUMM HEADINGS IH TABLES III-XXV, INCLUSIVE

Or - Grade and race group; E— English race, E-S— English- Spanlsh race, S— Spanish race. This heading is found in Tables III to XIII.

Age - Age group and race group; i.o., 10 E-S Indicates all Englieh-Spanish pupils who are ten years old and up to but not including those eleven years old. This heading is found in Tables XIV-XXIV.

Race- See race group symbols as given under Gr above. This heading used only in Table XXV.

1© - Number of pupils.Mdn - Medians.Q - Quart lies.PE - Reliability of medians expressed in terms of PE.D - Differences between medians.P M - Reliability of differences between medians expressed

in terms of PE.01l - Chances in 100 of there being a true difference be­

tween medians, greater than zero.0 The Coefficient of Mean Square Contingency which is

used as equivalent to r, the correlation between Race and Achievement.

fABUE III. RESULTS IN COMPOSITE SCORES BY RACE AND GRADEGr No Hdn Q PE8A E 71 97.83 8.71 1.89218A E-S 14 94.00 8.25 2.75598A S 41 89.40 6.46 1.26118B E 158 95.17 6.09 .60568B E-S 14 88.00 9.09 3.03658B S 46 88.19 5.00 .92167A E 68 90.00 5.74 .90877A E-S 17 88.60 4.13 1.25217A 3 63 81.33 6.23 .98497B E 173 87.14 7.08 .66237B E-S 36 84.00 8.85 2.16967B S 64 75.80 5.67 .88596A E 90 85.20 8.52 1.13266A E-S 23 79.00 6.25 1.83756A 8 90 73.50 7.03 .93496B E 185 79.58 7.39 .67936B E-S 23 76.00 8.86 2.36146B S 101 66.70 6.55 .81465A E 83 72.17 5.60 .76845A E-S 16 70.00 5.50 1.71885A S 143 @3.83 5.81 .6095SB E 194 69.87 7.15 .64175B E-S 28 62.00 6.00 1.4172SB S 107 58.86 5.96 . 7203

B PEd Oh C

3.83 3.02 80 .2994.60 3.01, 84

7.17 3.10 94 .6321.81 3.17 64

1.407.27

3.14 8.20

6.205.50

3.589.30

3.176.18

7.873.15

1.55 731.59 100

2,26 832.36 99

2.15 972.05 97

2.46 842.50 99

1.88 78 1.82 99

1.56 1001.59 91

.404

.334

.348

.440

NOTE: For meaning ©f Column Headings see page 14.

16

of the English race.In taking up specific subject performance

some variations are found. Such is not true, however, in allsubjects.

An examination of Table IV, giving results in Paragraph Meaning, brings out evidence similar to that above in Table III. The race rankings by medians are the same. The chances in 100 of there being a true difference greater than zero are in some cases not as satisfactory, and neither do the correlations at times run so high. However all findings are in favor of the English race.

Likewise in Table V, dealing with Word Meaning, the evidence, with no exceptions, favors the English race.

In Dictation (spelling). Table VI, an out­standing exception occurs. The correlation of .208 in 8A favors the Spanish race. It will be noted that the median of the English group ranks lowest. In this subject three other ex­ceptions in ranking of medians occur,— 8B, 7A, and 5A. Yet In these last cases, the correlations are in favor of the English race. As a whole the evidence in this subject is in favor of the English race, although it will be noted that such evidence is not so pronounced as it is previous subjects.

A few exceptions in median rankings are found in language Deage, Table VII, in Literature, Table VIII, and in Hietory-Olvles, Table IX. However, when taken as a

17TABLE IV. RESULTS II PARAGRAPH MEANING BY RAGE AND GRADE8z No Man % PE D P M Gh8A E 71 100.75 8.07 1.1972 5.42 2.93 898A E-S 14 95.33 8100 3.6724 4.73 2.88 878A s 41 90,60 5.75 1.1325SB 1 ■ 158 98.80 7.63 .7588

8.80 4.08 9381 E-S . 14 90.00 13.00 4.0086 1.00 4.19 5781 8 46 89.00 6.67 1.3294 •7A E 62 93.00 8.68 1.3780 2.00 . 2.65 697A E-S 17 91.00 7.38 2.3374

9.00 3.48 997A 8 63 82.00 8.68 .1.0606 “ -71 E 176 91.00 9.00 .8480 .50 3.21 547B E-S 36 90.60 13.60 3.0937

3.30 3.33 757B ■S 64 77.20 7.80 1.31886A E 90 88.00 10.87 1.4332 10.25 3.37 1006A E-S 33 77.75 7.35 1.8896 3.25 2.25 846A S 90 74.50 9.22 1.2148 -SB E 186 83.93 8.94 .8216

. 4.93 2.12 94SB E-S 33 79.00 8.25 2.1985 2.67 2.40 76SB 8 101 66.43 7.40 .92045A 1 83 73.49 9.21 1.2648 1.49 2.66 645A E-S 16 72.00 7.60 3.3438

8.13 2.45 99BA S 143 63.87 6.86 .7103 . -m E 194 73.47 9.09 .8158 9.47 1.95 100m E-S 28 64.00 7.50 1.7715 2.93 2.05 83SB S 107 81.07 8.53 1.0395

.186

. 390

.373

.438

.313

.433

VOTE: Fez meaning of Column Headings see page 14.

18TABLE V. RESULTS IN WORD MEANING BY RACE AND GRADEOr No Mdn Q PE D FEd Ch 08A E 71 99.00 10.41 1.5443 3.00 3.83 718A E-8 14 96.00 10.50 3.5070 .Z72' 9.00 3.74 958A 8 14 87.00 6.67 1.30998B B 158 97.67 7.56 .7510 7.67 4.16 898B E-8 14 90.00 12.25 4.0921 .3983.00 4.24 628B 3 46 88.00 6.04 1.11327A E 62 89.80 8.88 1.4096

.80 3.07 577A E-8 17 89.00 9.00 2.7286 .3668.00 2.96 977A S 63 81.00 7.25 1.15087B E 178 90.22 10.00 .9415

5.22 2.52 927B E-8 26 85.00 9.13 2.2382 .3999.00 2.45 997B 8 64 76.00 6.94 1.08446A E 90 88.00 11.75 1.3483 11.00 3.67 1006A E-3 23 77.00 9.44 2.4604 .401

1.50 2.54 666A S 90 75.50 9.00 1.18586B E 185 82.33 9.53 .8759

9.00 3.06 976B E-8 82 73.33 11.00 2.9318 .3835.58 3.07 896B S 101 67X75 7.43 .9341

5A E 83 72.38 6.10 .6978 5.05 2.15 945A E-8 16 67,53 6.50 2.0313 .3071.51 2.14 685A 8 142 65.82 6.51 .68215H E 194 72.11 8.18 .7341 .3.44 2.65 815B E-8 28 68.67 10.67 3.5274 .399

7.98 2.65 98SB 8 107 60.69 5.98 .7264NOTE: For meaning of Column Headings see page 14.

19TABLE VI;. RESULTS IN DICTATION (SPELLING) BY RACE AND GRADEOr No Hcba Q PE D PEd Oh C8A E 71 97.75 7.19 1.0666 4.25* 2.42 88*8A E-S 14 102.00 6.50 2.1713 .208***

2.60 2.56 748A S 41 99.50 6.97 1.3607SB E 158 91.86 6.99 .6156 4.53 2.4® 898B E-S 14 87.33 7.25 2.4218 .1924.10**3.53 86**SB S 46 91.43 3.85 .70967 A E 62 87.71 6.55 1.0398 1.29* 1.84 68*7A E-S 17 89.00 5.00 1.5159

3.00 1.76 87.218

7A S 62 86.00 5.63 .8935 -

7B E„ 176 86.46 6.00 .5654.46 1.37 597B E-S 26 86.00 5.09 1.2478 1.14 1.39 71 .158

7B S 64 84.86 3.86 .60316A E 90 84.25 6.85 .9026

0.00 2.13 506A E-S 23 84.25 7.38 1.9235 .176' 3.79 2.10 89SA 3 90 80.46 6.33 .83406B E 185 80.78 7.86 .7224

4.78 2.06 946B E-S 22 76.00 7.25 1.9323 4.87 2.18 93 .1436B 8 101 71.13 8.15 1.0135SA E 83 71.86 7.78 1.0675 3.14* 2.16 84*SA E-S 16 75.00 6.00 1.8750 7.50 2.05 99 .1885A 8 142 67.50 8.00 .8392 ,

SB E 194 69187 7.80 .7000 6.73 3.93 94SB E-S 28 63.14 12.00 2.8345 .3151.51 2.96 63SB 8 107 61.63 7.11 .8502

•Difference In favor of Engliah-Spanish group over English group. ••Difference In favor of Spanish group over English-Spanish group. •••This correlation is an exception and shows a positive relation­ship between Spanish influences and superior achievement.BOTE: For meaning of Column Headings see page 1*.

TABUS VII. RESULTS IH LANGUAGE USAGE BY RAGE AND GRADEGr 110 Mon q PE D PEd Oh 08A E 71 98.63 5.59 1.2743 1.37* 4&5S 58*8A E-S 14 100.00 13.00 4.3426 .3187.50 4.66 868 A S ■41 92.50 8.61 1.6807OB E 158 98.22 9.79 .9735

5.22 3.00 88 •-

8B E-S 14 93.00 8.50 2.8394 .2884.00 Om 21 80SB S 46 89.00 8.13 1.4985

7A E t o 92.00 10.00 1 nooA3.50* 2*14 78*7A E-S 17 94.50 4.71 1.4280 .24811.50 3# 34 1007A S 63 84.00 11.68 1.8543

7B E 176 93143 12.38 1.16652 to 1*83 84

7B E-S 26 90.80 5.75 1.4096 .3614.40 1.99 . 937B S 64 76.40 9.00 1.4063

6A E 90 93.00 12.0# 1.694412.00 2*51 1006A E-S 33 81.00 8.94 2.3301 ,3772.20 2.80 716A S 90 78.80 11.80 1.5548

68 1 185 85.29 11.66 1.0716 5.71* 3.56 86*6B E-S 33 81.00 12.75 3.3982 .16712.75 3*72 996B S 101 78.25 12.15 1.5112

5A E 83 73.48 12.04 1.6520 .48 4*29 535A E-S 16 73.00 12.67 3.9j593 . .1414.20 4#13 .755A S 143 68,80 12.17 1,3766SB E 194 74.00 12.70 1.1326

14.00 3# 37 100SB E-S ' 23 60*00 13.00 3.0707 .3075,17**3.40 84**SB S 107 65.17 12.00 1.4501♦In fsroz of the English-Spanlsh group over the English group. •♦In favor of the Spanish group over the English-Spanlsh group VOTE: For meaning of Column Heading* see page 14.

TABLE VIII. RESULTS Ili LITERATURE BY RACE Aim GRADEGr Ho Hdn Q PE D PEd Gh 08A E 71 94.43 8.17 1.2120 3.57* 3.79 73*8A E-S 14 98.00 10.75 3.5910 7.83 3.81 91 .3558A S 41 90.17 6.54 1.27678B E 158 93.07 6.29 .6355

6.07 4.39 838B E-S 14 87 .(X) 13.00 4.3426 .3291.00**4.46 55**8B 8 46 88.00 §.18 .95477A E 63 90.29 6.69 1.0620 .04 1.58 507A E-S 17 90.35 5.50 1.6675 7.25 1.59 100

.3937A 8 63 83.00 6.75 1.07167B E 176 90.80 7.13 .6718 4.80 3*02 867B E-S 36 86.00 13.00 2.9416 9.33 3*41 97 .3967B 8 64 76.67 11.00 1.71886A E 90 88.00 8.00 1.0541

13.50, 3*87 996A E-S 83 74.50 14.38 3.7271 .321.30**4.08 51**6A 8 90 74.80 12.63 1.81006B E 185 79.75 12.40 1.1396 2.75 4.35 676B E-S 32 77.00 15.75 4.1978 .334■i ; 15*93 4.47 99SB 8 101 61.07 12.41 1.54355A E 83 69.38 12.99 1.7824

4*38 3.60 795A E-S 16 65.00 10.00 3.1250 5*40 3.33 86 .2705A S 143 59.60 10.90 1.1434SB E 194 69.00 13.09 1.1030 2.00 2.88 68SB E-S 28 67.00 11.25 2.6573 12*36 3.(ML 100 .361SB 8 107 54.64 11.63 1.4054 •* In favor of the English-Spanish group over the English group.•♦In favor of the Spanish group over the English-. Spanish group BOTEi For meaning of Column Headings see page 14.

TABLE IX. RESULTS IN HISTORi-OIVIOS BY RACE AND GRADEGZ Ho Mda Q PE D P M Oh 08A E 71 100.33 9.86 1.4627 .33 3.05 538 A E-S 14 100.00 8.00 2.6724 6.83 3.88 95 .3a38A S 41 93.17 6.31 1.07578B E 158 97.33 8.11 .8065

7.33 2.49 978B E-S 14 90.00 6.25 2.3550 . .3233.81 2.95 818B S 46 86.19 8.55 1.5748

7A E 62 92.40 5.11 .8112 .85* 1.23 68*7A E-S 17 93.25 4.50 1.3643 . 3215.25 1.86 977A 8 62 88.00 8.07 1.2614

7B E 176 88.24 7.29 .6869 3.74 1.96 907B E-S 26 84.50 7.39 1.8113 .546• ■ 12.50 2.29 1007B S 64 72.00 8.75 1.3672

6A E 90 87.43 6.34 '.9408 6.43 2.16 986A E-S 23 81.00 7.57 1.9730 .3574.60 2.34 916A S 90 76.40 8.97 1.18196B E 185 80.06 8.54 .7841 .44* 3.88 53*6B E-S 22 80.50 14.25 3.7980 .30812.00 3.98 996B S 101 68.50 9.46 1.17665A E 83 76.63 9.50 1.3035 .63 2.96 555A E-S 16 76.00 8.50 2.6563 .2018.50 2.88 985A S 142 67.50 10.56 1.10785B E , 194 68.84 11.94 1.0071 4.17 3.00 935B E-S 28 64.67 7.33 1.7314 i’ .399

3.00 2.00 84SB S 107 61.67 8.31 1.0042 - ■'

• In favor of the Bnglish-Spanish group over the English groupNOTE: For meaning of Column Headings see page 14.

whole for each of these three subjects, the findings unmistak­ably indicate English race dominance.

Geography, Table X, Physiology and Hygiene, Table XI, and. Arithmetic Reasoning, Table XII, are free from exceptions. The customary ranking in favor of the English race holds true in each subject.

Arithmetic Computation, Table XIII, contains only one exception. In 8B the English-Spanish group ranks below the Spanish group. The correlation of .03 in this same grade is too low to indicate race influence. All other grades show English superiority.

A study of the fifteen exception® in rankings show the English-Spanish group to be the erratic group. Four­teen times of the fifteen this group has either ranked above the English group or below the Spanish group. This erratic behavior may be due to the small number for each grade in this group. It is doubtful that such limited nuiribers can be truly representative of this race group.

In summing up the evidence as set forth in all tables that have to do with race and grade, it seems reason­able to conclude, tentatively at least, that the English group is superior to the English-Spanish group, and the English- Spanish group is superior to the Spanish group. This is true with varying degrees of intensity in all ten subjects.

TABLE X. RESULTS III GEOGRAPHY BY RACE Aim GRADEGr Ho Hdn q8A E 71 99.67 13.618A E-S 14 92.00 16.758A 8 41 85.00 12.578B E 158100.00 9.37 8B E-S 14 88.00 8.758B S 46 84.00 6.67 7A E 62 97.33 9.15 7A E-S 17 91.50 7.677A S 62 82.00 14.97 7B E 178 92.29 11.50 7B E-S 26 91.00 11.387B S 64 78.00 10,88 6A E 90 92.00 12.57 6A E-S 23 83.00 9.88 6A S 90 75.50 8.99 6B E 185 82.75 9.376B E-S 22 79.00 8.756B S 101 73.07 6.04 5A E 83 78.13 7.685A E-S 16 74.00 4.00 5A 3 142 70.59 7.285B E 194 76.24 7.80 SB E-S 28 68.00 3,505B 8 107 67.90 6.25HOTS! For meaning of Col

PE • B PEd Oh2.0190 7.67 5.95 815,5953 7.00 6.03 782.4539 . .9318

12.00 3.07 1002.9229 4.00 3.17 801.22941.4527

-5.83 2.74 922.3252 9.50 3.34 972.3760

1.0637 1.29 2.81 622.593613.00 3.10 1001.7000 ' " ■

1.66049.00 3.06 972.6751 '7.50 2.83 96

1.1845.8611 3.75 2.49 84

a . m m 5.93 2.45 95.75111.0538 4.13 1.63 951.2500 3.41 1.46 94.7637.7000 8.24 2.13 99

2.0077 .10 2.15 51.7543.umn Headings see page 14

TABLE XI. RESULTS I1J PHYSIOLOGY A1TD HYGIENE BY RACE AHD GRADEGr. HO 4 PE ' D PEd Oh 08A E 71 98.83 7.17 1.0637 .83 3.06 578A E-S M 98.00 8.59 2 •8695 .322

8.14 6; 50 3.28 918A S 41 91.50 1.5891SB E 158 96.88 8.92 .8870. .88 2.82 58SB. E-S 14 96.00 8.00 2.6724 .309• .. 9.00 2.93 98SB S 46 87.00 6.50 1.1980 -7A E @2 86.67 8.65 1.3733 •

2.34 2.58 737A E-S 17 84.33 7.21 2.1959 .3847.76 2.34 997A S 63 76.57 5.38 .8382 ;

7B E . 176 85.46 7.27 .68503.33 1.48 857B E-S 26 83.14 5.34 1.3095 .415

10.14 1.78 1007B S 64 73.00 7.75 1.31096A E 90 79.80 7.98 1.0514

■ . ■ r . m 2.58 976A E-S 23 72.50 9.04 2.3561 >251.50 2.63 556A S 90 72.00 9.75 1.28476B E 185 78.76 6.42 .8000 10.76 1.82 1006B E-S 22 68.00 6.45 1.7191 4.44 2.06 93 .3076B 3 101 63.56 9:22 1.14585A E 83 71.89 7.06 .9687 4.89 2.75 885A E-S 16 67.00 8.17 2.5531 .3002.80 3.70 765A 8 143 64.20 8.38 .8791SB E 194 71.24 7.24 .6498 8.24 2.34 995B E-S 28 @3.00 9:50 2.2440 5.44 2.42 93 .383SB 8 107 57.56 7.50 .9063 •

BOTE: For ia of Column. Headings c$ee page 14.

26TABLE XII. RESULTS IN ARITHMETIC REASONING BY RACE AND GRADEGr Mdn Q PE D PEd Oh 08A E 71 95.50' 8.56 1.2700 3.50 3.89 748 A E-S 14 93.00 11.00 3.6745 3472.35 4.13 648A 8 41 89.75 9.57 1.86838B B 158 93.00 7.86 ,7819' 8.00 1,93 1008B ErS 14 84,00 5.25 1.7537 .297

1.20 3.46 838B 3 46 82.80 9.34 1.72157A E 63 84.50 5.58 •8858V .. 3,50 2.41 84 y7A E-S 17 81.00 7.38 2,3374 ,3905.00 3.80 817 A 8 62 76.00 9.00 1.42887B E 176 85.20 6.0? .5719

8,53 1.84 1007B E-3 36 76.67 7.13 1.7479 .89 2.11 61,353

7B S 64 75.78 7,52 1,1750GA E 90 82.00 7,35 .9684

6.75 3,20 986A E-S 33 75.25 7.67 1,9991 ,305.93 2.28 mGA 8 90 74.33 8.63 1.1371

6B 1 185 80.90 8.62 .7923 5.90 2.11 896B E-B 33 77.00 7.33 1.953610.37 3.20 100

.3436B 8 101 66.63 8.56 1.00755A E 83 74.83 ?.84 1.757 8.83 3.87 985A E-S 16 66.00 8.50 2.6563 .377

4.27 2.81 845A 8 142 61.73 8.65 .9074SB E 194 69.44 7.29 .6543 6.44 3.00 98SB E-S 28 63.00 8.00 1.8896

3.00 2.10 S3.386

SB 8 10? 60.00 7.57 ,914810TBi For meaning of Column Headings see page 14.

m

TABLE XIII. RESULTS IN ARITHMETIC COMPUTATION BY RACEAND ORABS

Or Ho nan % PE D PEd Oh 08A E 71 91.75 14.58 2.1629 .75 3.91 558A E-S 14 91.00 9.75 3.2570 .3802.00 4.25 628A S 41 89.00 14.00 3.73318B B 158 91.20 12.63 1.2560■ ' - - - 10.20 3.18 988B E-S 14 81.00 8.75 2.9229 .0304.00**3.51 76**83 3 48 85.00 10.58 1.95007A E 83 91.00 11.09 1.6336. 8.00 3.28 95 •7A E-S 17 85.00 9.39 2.8165 .3118.33 3.32 957A S 63 74.67 11.13 1.76097B E 176 83.08 10.89 1.0260 2.08 4.06 637B E-S 36 81.00 16.04 3.9321 .143

5.22 4.10 807B S 64 75.78 7.53 1.17506A E 90 82.75 10.23 1.3479 9.25 2.24 1006A E-S 25 73.50 6.88 1.7933 .330.83 3.08 616A S 90 72.67 8.00 1.05416B E 188 80.10 11.36 .9705

1.10 3.07 596B E-S 33 79.00 10.92 2.9104 .2809.46 3.06 986B S 101 70.46 7.48 .93035A E 83 71.63 7.17 .9838 .63 1.32 635A E-S 16 71.00 3.00 .9375 .3696.00 1.18 1005A 3 143 86.00 6.88 .72175B E 194 65.86 6.38 .5726 4.43 .99 1005B E-S 28 61.43 3.40 . m m - .249.51 1.05 63BB S 107 61.94 5.63 .6803••In favor of the Spanish group over tho English-Spsnish group. 80TB i For meaning of Oolumn Headings see page 14.

28

Analysis of Race-Age Achievements

The division just completed sets forth find­ings based on race and grade. The present division present® evidence derived from race and age. Tables XIV to XXVI, in­clusive, will here be analysed.

When the problem ras viewed from the stand­point of grade, it was found that the English race demonstrated itself to be superior in achievement to the Spanish race. Will a study of the data arranged according to age substantiate these indications?

Table XIV records a summary of the composite score results; and as the composite score is the most condensed presentation of total or general accomplishment, this table will be considered first. Here, too, as in the previoys division. Columns Mdn, D, Oh, and 0 contain the outstanding facts leading to the solution of the problem.

In Column Hdn it will be noted that no ex­ceptions occur in the ranking of the medians. In each age the English.ranks highest, the Englioh-Spanish ranks next, and the Spanish ranks lowest. In Column D the differences between medians are reasonably large. In Column Oh the chances in 100 of there being a true difference greater than zero are highly reliable with two possible exceptions of 63 each, one in the 15 year old's and the other in the 10 year old's. Correlations in all cases are fair to medium and are in favor :the English. Thus it

fiSLB XIV. RBSULTS IN COMPOSITE STANDIUC BY RACE AMD AGEAge No MAa % PE D P M Oh c15 E m 88.00 7.75 1.7687 2.0© 4.60 6315 E-S 10 86.00 10.75 4.2496 .32310.75 4.42 9515 S 101 75.25 10.51 1.250414. E 114 89.00 9.41 1.1068

v V ■ 11.00 2.17 100 '• •

14 E-S 23 70.00 7.00 1.8657 .4528.00 2.12 9914 S 136 70.00 9.55 1.015013 E 209 88.38 9.09 .7860 5.58 1.98 9713 E- S 43 82.80 9.43 1.8168 .34611.20 3.0S 10013 3 158 71.60 9.14 .908912 E 260 86.50 9.85 .7636

. ' - ■ 8.B0 2.03 100 ' ' .. .

12 E-S SO 7S.00 10.63 1.8791 .449; - - 10.60 2.10 10012 S 138 67.40 8.86 .946111 E 229 77.27 9.73 .8037: 5.27 3.81 8911 M 20 72.00 10.00 3.7963 .379

8.00 3.95 9711 8 73 64.00 6.37 .938410 2 142 75.87 7.12 .7463

- 5.87 2.49 9510 E-S 10 "m.w 6.00 2.3719 ,3011.20 2.60 ■ 6310 8 20 60.80 3.84 1.0733

SOTEi For meaning of Colum Headings see page 14.

so

is seen that the composite score results both by grade andby age agree with each other in supplying evidence of English racesuperiority.

The next subjects may be considered jointly, since the findings from all five are practically identical.Table XV, Paragraph Meaning, Table XVI, Word Meaning, Table XVII, Dictation (spelling), Table XVIII, Language Usage, and Table XIX, Literature, all contain minor exceptions in median rankings. In each of the five subjects the Baglish-Spanish group ranks above the Baglish group in the 15 year old1 a. But since there are only 10 pupils in this 15 year old English-Spanish group, each discrepancies can be given little weight, especially since the correlations are substantial and in favor of the English race. Other exceptions are also lacking in weight either because of the small difference in medians or because of the small number in the English-Spanish group, or both.

The reliability of the differences in medians that rank regularly, in these five subjects, is satisfactory as measured by the chances in 100 of there being a true difference greater than zero. Likewise the correlations without exception are in favor of the English race and are high enough to be in­dicative.

Table XX, History-Civics, has but one ex­ception which is of little moment due to the small number of 10 being in the English-Spanish group. In this case this group ranks above the English group. Evidence throughout all age groups ie decidedly indicative of English race dominance.

31TABLE XV. RESULTS I* PARAGRAPH MEAHIHG BY RACE AHD AGEAge Ho Hdn q PE D PEd Oh 015 E 30 84.00 9.40 2.1453 4.00* 6.31 67*15 B-S 10 88.00 15.00 5.9298 .33612.75 6.11 9215 S 101 75.25 12.76 1.483314 E 114 89.43 11.53 1.3499

10.43 2.69 10014 E-S 22 79.00 8.75 2.3321 .3798.20 2.67 9814 9 1 % 70.80 12.19 1.3066

13 E 209 91.00 10.38 .89754.00 1.97 9113 E—S 42 87.00 9.08 1.7512 .21415.57 2.04 10013 S 158 71.43 10.52 1.0453

12 E 260 90.25 10.30 .798413.58 2.53 10012 E~S SO 76.67 13.59 2.4034 .4119.24 2.68 9912 S 122 67.43 10.57 1.1962

11 E 229 82.20 11.54 .9532 ,

6.20 3.61 8711 E-S 20 76.00 12.50 3.4940 .38910.86 3.66 9811 s n 65.00 7.32 1.078410 E 142 80.86 9.88 1.0364

2.86 4.47 6710 E-S 10 78.00 11.00 4.3485 .354' 6.00 5.02 7910 s 30 72.00 9.00 2.5157

* la favor of the Spanish-Engllah group over the English group.MOTE: For meaning of Column Headings see page 14.

TABLE XVI. RESULTS IN WORD MEANING BY. RACE AND AGEAge No Mcln Q, PI B PEd <B& 015 E SO 85.00 8.00 1.8258 2.00* 6.20* 58*15 E-S 10 87.00 15.00 5.9298

10.40 6.0# 87.334

15 S 101 76.60 10.47 1.2258.14 E 114 90.40 10.77 1.2609

16.40 1.82 10014 E-S 22 74.00 6.13 1.6338 .44**1.74 57** ,37614 8 136 74.44 10.64 1.140513 E 209 89.71 10.44 .90S?

6.21 2.58 9513 E-S 43 83.50 12.64 2.487913.50 2.66 100 ,342

13 S 158 70.00 10.50 1.044112 E 260 88.84 11.63 .9016

8.84 2.32 9913 E-S 50 80.00 12.09 2.137310.43 2.35 100 .432

12 S 122 69.57 8.16 .923511 E 229 78.93 11.47 .9406

3.48 3.48 9411 E^S 20 71.00 13.00 3,3542 3.48 3.48 92 .42211 S 72 63.83 6.17 .909010 E 142 79.14 7.33

,7689 3.93 3.93 8110 E-S 10 74.00 9.75 3.85444.00 4.00 84

.31910 3 20 68.00 3.67 1.0258• In favor of the English-Spzmish over the English group.**In favor of the Spanish group over the English-Spanish group.NOTE: For meaning of Column Headings see page 14.

33TABLE mi. RESULTS IH DICTATION (SPELLING) BY RACE AND AGEAge So Hdn S PE .• D PEd Oh 015 E 30 86.00 5.13 1.1708 .67* 3.37 55*15- M 10 86.67 8,00 3.1626

5.12 3.49 84 .23915 S 101 81.55 12.60 1.475114 E 114 88.33 8.82 1.0326

8.33 2.19 9914 E-S 23 80.00 7.25 1.9323 3.00 3.32 81 .29114 S 136 77.00 12.00 1.386213 E 209 85.24 9.03 .7799 .76* 3.08 59*13 E-S 42 86.00 10.00 1.9287 .2869.71 2.22 10013 S 158 76.29 10.97 1.098912 E 360 86.00 8.62 - .6682.•»

2.1931 6.00 2.39 9313 E-S 50 81.00 12,00 .2816.41 3.46 9612 3 122 74.79 10.62 1.1114H E 339 78.10 10.21 ,8434 ■ '

.57* 4,23 54*11 E-S 20 78.67 14.84 4.1480 .40?" . 9.34 4.39 9311 S 72 69.33 9.84 1.449610 E 143 77.40 8.44 QQKAv.OOOl 3.91 55*10 E-S 10 78.00 7.00 2.7672 .171

ejoo 3.47 8710 S 30 73,00 7.50 3.0964* In favor of the English-Spanlsh group over the English group.NOTE: For meaning of Column Headings see page 14.

TABLE m i l , RSSULTS 111 LANGUAGE USAGE BY RACE AND AGE34

Age Ho Mdn Q PE D PEd Oh ■ C ■ •15 E 30 84.33 11.00 2.5105 .67* 4.68 54*15 E-S 10 85*00 10.00 3.9532 .57 4.26 54 .16415 3 101 84.43 13.50 1.580414 E 114 91.50 11.00 1.2878/ 9.50 3.43 9714 E-8 22 82.00 11.93 3.1770

4.57 3.48 81 !. 37014 8 136 77.43 13.15 1.4095 '

13 E 209 91*63 12.92 1.1171 1.63 3.16 6913 E—3 42 90.00 9.57 1.845811.25 2.12 .100 .307

13 S 158 78.75 10.44 1.03*3 -12 E .260 90.40 14.77 '1.1450 12.40 2.24 100 ■13 M 50 78.00 10.88 1.9333

6.57 3.59 95 *33913 S 123 71.43 15.36 1*733311 E 229 81*30 15.50 1.2803

.70* 4.25 54*11 E-S 20 83.00 14.50 4.0530 13.33 4.32 98 .29511 8 73 68.67 10.25 1.504110 E 143 84.44 11.98 1.2568 14.44 6.84 9310 E-S 10 70.00 17.00 6.7304 . .338

• 3.33**7.0® 62**10 s 20 73.33 8.00 3L#32M3L* In favor of the EngllBh-Spanleh group over the English group. •• In favor of the Spanish group over the English-Spanish group.MOTE; For meaning of Column Headings see page 14.

TABLE XIX, RESULTS IH LITERATURE BY RACE A1ID AGEAge Ho Hdn Q PE B PEd Ch C15 E m 69.33 5.25 1.1964

2.67* 7.12 59*15 E~S is 92.00 17.75 7.0168 >35516.60 7.30 9415 S 101 75.40 13.92 1.629714 E 114 87.60 9.52 1.1145

5.60 2.58 9314 E-S 22 82.00 8.75 2.3321 .348. • 9.88 2.89 9914 S 136 72.22 15.85

13 E 209 89.18 8.85 .7652 9.18 2.32 10013 E-S 42 80.00 11.38 2.1949 .40713.77 2.65 10013 S 158 66.33 14.64 1.455812 E 260 88.52 9.54 .7395

14,52. 2.98 10012 E-S 50 74.00 16.33 2.8868 :8.00 3.23 9512 S 122 86.00 12.78 1.4464

11 E 229 80.87 12.94 1.06895.87 5.55 7611 E-S 20 >5.00 19.50 6.4506 .31313.67 5.85 9411 S 72 61.33 . 14.50 2.1361

10 E 142 75.75 13.10 1.3742 5.75 6.34 7310 E-S 10 70.00 16.00 6.3251 .2258;00 6.93 7810 s 20 62.00 ,10.00 2.7952* In favor ©f the Englieh-Spanish group over the English groupROTE: For meaning of Column Headings see page 14.

fABLX XX. RESULTS IN HISTORT-OIVIOS BY RACE AIID AGE Age Ho Han Q PE D PEd Oh 0 15 E 30 88.67 5.38 1.0473 .17 1.70 5315 E-S 10 88.10 3.38 1^3362 . 27711.68 2.03 10015 S 101 76^82 11.10 1*532714 E 114 90.(X5 11.67 1.3663

8.00- 2.37 9914 E-S 22 82.00 7.25 1.9323 .4079.00 2.49 9914 S 136 73*00 14*62 1*5691

13 E 209 90.36 11*27 *9744■ ' v. . • • 2.36 2*12 7713 E-S 42 88.00 9.75 1.8805 .388

16.00 2.09 10013 S 168 72.00 9.06 *901012 E 260 87.10 8.98 .6961

5.60 2.07 9713 E-S 80 81,50 11*00; 1.9446 .414

; 13.00 2*34 10012 S 123 68.80 11*54 1.3060H E 229 81.00 10.34 .8458

7.00 2.35 9811 E-S 30 74.00 .7.84 2.1914 .3588.00 2.59 9811 S 72 66.00 9*40. 1*3848

10 E 162 74.67 10*87 1;1403 1.37* 2.99 63*10 E-S 10 76.CX) 7*00 3:7^3 .3329.33 4.03 9410 S 20 66.67 10.50 2.9349* In favpr of the Engllsh-Spanish group over the English group ROTE: For meaning of Column Headings see page 14.

3?Table XXI, Geography, Table XXII, Physiology

and Hygiene, and Table XXIII, Arithmetic Reasoning, adhere to customary ranking without exception. The evidence is satisfac­tory and in favor of the English race.

. ■ ■ ’ 'Table XXIV, Arithmetic Computation, contains

two minor exceptions in median rankings. In both cases the Engllsh-Spanish group has ranked above the English group, and in both oases the former group contains only 10 pupils. Mo exceptions occur in the correlations.

All told but thirteen exceptions have oc­curred in median rankings throughout the data based on age. .All thirteen of these exceptions have been caused by the er­ratic behavior of the Engllsh-Spanish group which has either . ranked above the English or below the Spanish. In no case has a Spanish group ranked above the English group. In no case has a correlation been in favor of the Spanish.

Thus it is seen that the evidence obtained from race and age tables substantiates the evidence obtained from the race and grade tables. Hence it can be stated that in all ten subjects the English race is superior to the Engllsh- Spanish race, and the Engllsh-Spanish race is superior to the Spanish race.

38TABLE XXI. RESULTS IN GEOGRAPHY BY RACE AND AGEAge Ho Hdn Q PE D PEd Ch 015 E 30 94.67 9:09 2.074615 E-S 1.67 5.17 58

10 93.00 12.00 4.7438 .38916.00 3.83 9915 8" 101 77.00 10.75 1.2585

14 E 114 90.56 10.40 1.222310.56 3.05 9914 E-S 23 80.00 9.67 2.7905 .4145.00 2.95 8714 S 136 75.00 8.89 .9528 :

13 E 209 94.14 13.38 1.1562 10.54 3.43 10013 E-S 42 83.60 11.09 2.1389 .4408.17 2.25 9913 3 158 75.43 7.79 .7747

13 E 260 91.45 12.42 .9008 "13.45 2.43 10013 E-S 50 78.00 12.63 2.2327 .3994.75 2.44 9112 S 123 73.25 8.75 .9903

11 E 229 81.86 12.04 ' .9945 1.86 3.90 6311 E-S 20 80.00 13.50 3.7735 13.25 3.89 98 .34311 S 72 87.75 6.36 .935810 E 142 80.73 9.40 .9861

3.73 , 2.94 7510 E-S 10 78.00 7.00 2.7673 .2084.67 3.15 8410 8 20 73.33 5.25 1.4675

10TB: For meaning of Column Headings sed page 14.

39TABLE XXII. RESULTS IN PHYSIOLOGY AHD HYGIENE BY RACE

Ago Ho Hdn15 E 30 88.0015 E-S 10 87,0016 3 101 73.5014 E 114 90.0014 E-S 23 79.3314 3 136 71.1413 E 306 87.7013 E-S 42 82.0013 3 ,158 70.1812 E / 260 83.8613 E-S 50 74.0012 8 122 64.5011 E 229 77.3211 E^S 66.0011 8 73 60.5710 E 142 74.3610 E-3 10 71.3310 8 20 64.00

HOfE; For meaning

AND AGE% ra s

10.29 2.3485 1.0016.00 6.32513.6011.17 1.3077

10.86 1.271510.678,00 2.5773 7.1911.86 1.2712

15.92 1.38285.7010.34 1.9943

11.8210.33 1.03528.88 .6884

: 8.8610.00 1.7378„ 9.509.65 1.09218.50 .7021

11.3211.50 3.21445.437.24 1.0667

-6.98 .73233.033.75 1.48347.3313.75 3.8434

of Column Headings

PEd Oh 0

6.74 546.46 64

3.87 100 .4403.87 95

2.43 94.4302.25 100

1.90 100.3423.08 100

3.29 @9 .3613.36 86

1.65 894.13 88

page 14.

40TABLE XXIII. RESULTS TIJ ARITHMETIC REASOHIUG BY RJ

AHD AGEAge Ho Hdn Q PE B PEd Oh15 E 30 84.80 7.25 1.6551

7.80 4.90 8615 E-S 10 77.00 11.75 4.6134, 1.33 4.80 57IS S 101 75.88 11.39 1.3338

14 E 114 88.00 8.37 .980210.50 3.53 10014 E-S 22 77.50 8.75 3.3331 4.00 3.59 8514 S 130 73.50 10.43 1.1179

13 E 209 84.85 9.53 .8332 4.18 1.66 9513 E-S 43 80.67 9.40 1.813013.29 3.07 10013 S 158 67.38 10.15 1.0093

13 E 260 83.75 9.31 .72177.75 1.76 10013 E-S 50 76.00 9.07 1.60349.29 1.85 10013 S 122 66.71 8.13 .mo

H E 229 77.50 10.93 .90234.50 2.67 8711 E-S 30 73.00 9.00 2.5157 11.33 3.90 10011 3 73 61.67 9.79 1.4423

10 E 143 75.39 7.96 .83504,72 3.65 8810 E-S 10 70.67 6.75 3.66843 87 3.67 7810 S 20 67.00 9.00 2.5157

0

,Sf4

.232

HOTE: For awaalng of Ooltmm Headings see page 14.

4

s I

s 8

s a

41TABLE XXIV.. RESULTS IH ARITHHETIO COMPUTATION BY RACEAND AGEAge No Mto q 15 E 30 81.00 10.6315 E-S 10 87.00 5.5915 S 101 73,75 13.2114 E 114 83.50 12.04 14 E-S 23 74.00 11.50 14 S 136 71.20 8.4313 E 209 83,56 11.53 13 E-S 42 80.00 10.59

70.11 8.4281.25 11.9471.33 13.92 69.67 7.86

PE D PEd Oh 2.4261

6.00* 3.28 89*3.2098 13.25 2.70 1001.54651.4143

9.50 3.39 973.0650 2.80 3.21 72.9016.9969

3.56 2.27 863.04259.89 2.31 100.8373

.92569.92 3.63 1002.46081.66 2.61 67.8884

0

.340

.378

.318

77.00 11.57 .95575.50 2.82 9171.50 9.50 2.6554 .3406.42 2.78 9411 S 72 65.08 5.54 .8181

10 E 142 71.56 8.03 .84242.44*2.65 73*10 E-S 10 74.00 12.00 4.7438 .3555.00 4.34 7810 S 20 69.00 9.00 2.5157

* In favor of the English-Spanieh group over the English group. NOTE: For meaning of Column Headings see page 14.

42VI

Relative Race Influence Upon Different Subjects

It has been shown that race Aces have a defi­nite effect upon achievement. It seems but logical that the »ezt step should be to determine just what order of ranking the various subjects will assume according to degree of race in­fluence.

This division will have to do with the results obtained from the third set of frequency distributions. In mak­ing this third set of distributions it will be recalled that both grade and age have been disregarded and that the totality of each race group has been dealt with by subjects. The results are set forth in Table XXV.

In this analysis interest will chiefly center in Column 0 which gives correlations between race and achievement by subject#. All suoh correlations are in favor of the English race. They range from .360, the highest, down to .181, the lowest.

It will be noted that a correlation;of .349 has been obtained in Composite Achievement. Since by this- method of obtaining correlations, the highest possible to secure is .816, it will be realized that this correlation of .349 is considerably higher than it seems at first. The findings in this case substantiate the findings previously outlined by grade and by age; that is, the English race is superior in general achieve­ment to the Spanish race.

43TABLE XXV, RESULTS III ALL SUBJECTS BY RACE GROUPS i DISREGARDIHO

AGE AND GRADESUBJECT Haoe Ho Hdn Q PI D PEd Oh 0,v • '/ ■ E 1019 86.46 11.10 .4347 ,

6.13 1.33 100Para­ E-S 160 80.33 12.75 1.2596 , .383graph 9.31 1.57 100S 653 71*03 11.14 .5449E ' 1019 84.80 11.80 .4626 5.80 1.28 100Word E-S 160 79.00 11.90 1.1839 . .3608.04 1.28 1003 683 70.96 9.94 .4862

' - ' •K 1019 83.11 9.05 .3544 .

** .96 #7*?iona‘

E-S 160 83.75 9.13 .8311 .181683 76.81 6.94 1.04 1003 10.86 .5312

E 1019 87.75 13.59 .53323.75 1.30 97Language E-3 160 84.00 11.97 1.1829

1.36.283

. 7.31 100S 683 76.69 13.69 .6697X 1019 85.49 12.32 .4788

4.90 1.51 98Litera- E-S 160 80.50 14.45 1.4280 .309t m , . ■ 11.98 1.60 100s @53 68.53 14.32 .7006 ’ -

I " 1019 84.88 10.43 .4084 .- - 2.88 1.20 95Geogra­ E-S ISO 82.00 11.37 1.1336 .300

phy 9.62 1.24 100S 653 72.38 10.93 .5347E 1019 87.49 11.96 .4715 3.89 1.11 99History E-S 160 83.60 10.17 1.0050 .3469.86 1.09 1008 653 73.74 8.47 .4143E 1019 81.21 9.60 .3759 4.81 1.16 100Physiol­ E-S 160 75.40 11.09 1.0959 .330ogy 7.13 1.21 100S 653 69.28 10.69 .5229

TABLE XXV. ContinuedSUBJECT Race Ho Hdn q PE B PEd Oh 0

E 1019 82.35 9.49 .3716Ari thine- 6.18 . U 100tic Rea- E-3 160 76.17 8.97 .8864 .344soning 8.19 1.02 100S 653 67.98 10.34 . 5057

E 1019 79.20 12.17 .4766Arithme- 2.76 1.34 92tic Com- E-S 160 76.40 12.72 1.2570 . 255pntatlca 6.25 1.31 100S 653 70.15 7.81 .3820

E 1019 83.39 9.28 .36S43.89 1.09 99Compos- E-S 160 79.50 10.39 1.0268 .349

ite 9.34 1.13 100S 653 70.26 9.46 .4627 ** In favor of the EnglisK-Spanish group over the English group. lOfEi For meaning of Column Headings see page 14.

44

45

According to correlations, from the highest to the lowest the ten specific subjects rank as in Table XXVI.

It is not reasonable to expect that the order of this ranking would be obtained in similar investigations even with the same pupils. The differences between adj acent correla­tions are too small. However, it is not unreasonable to expect that the subjects would maintain about the same order. Such minor disarrangement would not damage the evidence obtained from the present ranking of subjects.

At the top of the list is found Word Meaning. Word Meaning has to do with the understanding of words which are seen by the child in silent reading. From this we find the Span­ish pupils are much below the English in the understanding of words. This is to be expected. It means the Spanish children have a more narrow reading vocabulary than the English. It means that the greatest difference between the two races lies in the silent reading vocabulary field,— in other words it is the chief element in what is known as language handicap.

Paragraph Meaning, which is silent reading ranks second. It is logical to expect Word Meaning and Paragraph Meaning to produce similar results.

At the foot of the list is found Dictation (spelling) the subject upon which race has the least effect.This result agrees with the findings in this subject by grade and by age. It will be recalled that it is in Dictation that the only correlation in favor of the Spahieh is found. This Is

TABLE m i , RANiailG BY SUBJECT ACCORDING TO RAGE46

INFLUENCE . ,RANK SUBJECT CORRELAT]1* Word Meaning .360i* : Paragraph Meaning .3533. Histoiy-Civioe .3464. - Arithmetio Reasoning .3445. Physiology-and Hygiene .3306. Literature .3097. Geography .3008. Language Usage. .2839. Arithmetio Computation .25510. Dictation (spelling) .181

4?

in 8A grade. Also it will be remembered that exceptions to median rankings were more frequent in this subject than others and that correlations as a rule wee lower. Also it contains the only exception in median rankings in. the present treat­ment. In Table XXV it will be noted that the English-Spanish group ranks a trifle above the English group, with 67 chances in 100 of there being a true difference greater than zero as is shown in Column Ch.

Dictation (spelling) does not depend upon a ^ large reading vocabulary. It is a formal subject in which a limited number of words are sp^diedt This kind of knowledge of words, as is well known, is a very different thing from that type of knowledge concerning words as used in silent reading.In silent reading pupils need not know how to spell, to pro­nounce, or even to define the words they use; but in order to be efficient they must have a knowledge of a very broad vocabu­lary. Spelling on the other hand requires only a small vocabu­lary. The main difference between silent reading and spelling requirements has to do with the relative extent of the two types of vocabulary needed. Henoe one of the things that se­parates the races in achievement is the more restricted silent reading vocabulary of the Spahish pupils.

It will be noted in Table XXVI that Arith­metic Computation ranks 9, while Arithmetic Reasoning ranks 4. This difference in the apparently similar subjects can be ex­plained in a manner similar to that used in Word Meaning and

48

Dictation (spelling). Arithmetic Reasoning depends in part upon the ability to get the thought from the printed page, hence demands a silent reading vocabulary of considerable extent.: Arithmetic computation can be done without the aid of reading, hence to those handicapped by language, it should cause less difficulty.

The ranking of Language Usage, as 8, can be explained upon the basis that correct language usage as measured by the test does not depend upon a wide vocabulary butupon correct knowledge of the proper use of a few language forms

' :such as HseoH, "saw", "I", "me", etc. Language usage as in Dictation (spelling) is dependent largely upon a thorough drill upon a limited vocabulary;

Just why Geography should show less race ■ influence than History is hard to explain. Only assumptions can be made; There is not a great difference between the correlation, .346 and iSQOi Instructional differences might account for it; Also there might be a difference in the measur­ing efficiency of the two tests;

If the list of subject rankings is viewed as a whole, it will be noted that at the top of the list and in the middle of the list are found those subjects which depend upon reading ability or breadth of reading vocabulary; while at the foot of the list are those subjects which are not de­pendent upon a broad knowledge of words used in silent reading. Henoe 9?® dominant cause for difference in race achievement

49 '

stands out; that is the handicap the Spanish-speaking children suffer in use of the English language.

Until this-language handicap is removed or at least properly controlled when employing tests that involve the use of language; it is impossible, in the opinion of the investigator, to measure with any degree of accuracy differ­ences in native intelligence between the two races, if it can be said that such differences do exist.

Some, in examining this list, might find evidence of a greater reasoning ability on the part of the English, since those subjects which require less ability to reason show the least correlations. Ho safe conclusions along this line can be drawn from this study due to the presence of uncontrolled factors.

Some might argue that, since Arithmetic Computation is practically free from English requirements, the English race is superior to the Spanish race in native intelligence, especially as far as such can be measured by this one process or subject. This may or may not be true.This investigation cannot prove or disprove* such an assertion. However, as a suggestion for further study, might not the following question be asked? Is it not possible that pupils having a language handicap to overcome are forced to use. so much energy in this endeavor that they have less to apply in the mastery of other lines, such as Arithmetic Computation?

Again economic factors affecting environ­ment may be potent elements in achievement.

50VII

Statement and Interpretation of Conclusions

Limitations of Conclusions: The conclusionsderived from this study have certain limitations. This in­vestigation is based upon the upper grades, 5® to 8A, inclusive; and only so far as these grades represent conditions in grades lower and in grades higher can such findings be held valid in other grades. Also since children in only one city, Tucson, Arizona, are measured, the evidence is applicable in just such proportion as these children are representative of children in other school systems haying enrolments composed of both English-speaking and Spanish-speaking pupils. In addition toVthe above it should be born in mind that the intermediate // group, the Bnglleh-Speaieh, is small in number as compared with the other two groups. Especially does this group reach extremely limited numbers when it is divided into grades or into age divisions. As the study is primarily concerned with the two extreme race groups, the English and the Spanish, the investigation cannot be said to be impaired even though the intermediate group is small in number.

Statement of Conclusions: What is therelative ranking of the three race groups in achievement?Which ranks the highest, which the next highest, and which the lowest? The rankings in Composite Achievement are considered most representative of general ability; and in such the ^ English race group ranks highest, the English-Spanish group

51

ranks next highest, an& the Spanish group ranks the lowest.Does the ranking hold true for all subjects

under consideration? The ten subjects under consideration' .yare: Paragraph Meaning, Word Meaning, Dictation (spelling),

Language Usage, Literature, History-Oivics,. Geography, Physi­ology and Hygiene, Arithmetic Reasoning, and Arithmetic Com­putation. The evidence shows on the whole that the same ranking is true in all subj ects. Minor variations do occur, but are not of sufficient strength to invalidate the above conclusion. For instance, in Dictation (spelling), Table XXV dealing with subjects by races irrespective of both grade and age, gives one slight variation. Here the English-Spanish group ranks a trifle above the English group, with G7 chances in 100 of there being a true difference greater than zero. However, the correlation is in favor of the English race. According to this table the customary ranking persists and even in Dictation the English race group median is higherthan the Spanish race group median.

' Does it hold true for each grade under con­sideration? In Composite Achievement,by grades the ranking without exception holds true. The ranking does not hold true for each grade when taken by individual subjects. The English group ranks above the Spanish group in every grade and every subject except 8A Dictation (spelling). Here the Spanish ranks above the English and the correlation is in favor of the Spanish. In this subject as well as all other subjects the

comparatively few exceptions occur with the intermediate group, the Engliah-Spaniah. Such group either ranks above the English or below the Spanish in these few exceptions. When correlations are considered it can be said that in all subjects and in all grades, the English are superior, the Spanish are inferior.There is but one exception as cited above in 8A Dictation.

Does it hold true for e^ch age under con­sideration? The customary ranking without exception holds true in Composite Achievement. Throughout each age group and for each subject without exception the English,- through correlations, are ohom to be superior to the Spanish In achievement. A few exceptions do occur in medians rankings; and in all such cases the exception is caused by the erratic English-Spaniah group with its extremely small numbers.

Disregarding age and grade what is the re­lative effect of race upon each subject? Which subject shows the most effect of race? Word Meaning, the measurement of the breadth and understanding of the vocabulary used in silent reading, shows the greatest effect of race. The correlation here is .360 in favor of the English race, as are all correla­tions in all subjects in this part of the study as given in Table XXVI.

Which subject shows the least-effect of race? Dictation (spelling) shows the least effect of race, possessing a correlation of .181. This result is consistent with the findings by grade and by age for this subject, as there the

53

most irregularities in medians rankings and the lowest cor­relations between race and achievement occurred.

remaining subjects? Between the two extremes of Word Meaning and Dictation lie the remaining subjects in the following order: Paragraph Meaning (.353), History-Civics (.346),Arithmetic Reasoning (.344), Physiology and Hygiene (.330), Literature (.309), Geography (.300), Language Usage (.283), Arithmetic Computation (.255).

small numbers in the English-Spanish groups, the erratic beha­vior of thia Englioh-Spanish group can be given little weight. In the main this study has to do with but two groups, tie En­glish and the Spanish,

this study has to do with results obtained from the ranking of subjects according to relative amount of race influence. Just what interpretation should be placed upon this findings might be considerably varied according to those making the interpretations.

subject that is at the foot of the list both have to do with types of vocabulary that are strongly contrasting. The subject showing the greater race influence demands a knowledge of a silent reading vocabulary, which must be broad; while the subject that reveals the lesser race influence needs a type of vocabulary that is restricted. Judging from these two

What is the intermediate ranking of the

Due to the

It seems as if the most important part of

The subject that heads the list and the

5*

subjects it can be said that language handicap is very evident; and furthermore it can be said that that handicap is of a par- tioular variety which is lack of silent reading vocabulary.It will be noted that those subjects which depend upon this type of vocabulary are found in the upper and middle portions of the list, and that those subjects which make little or no demand upon such type of vocabulary are at the foot of the list.

Additional-interpretations might be ad­vanced by some. It might be suggested that native intelligence is one of the causes of race difference. For instance, Arith­metic Computation docs not require n.ready use of the English language. It follows, they would reason, that in so far as this subject can be used as a measure, it is indicative of a higher degree of intelligence on the part of the English race. Such may or may not be true. It cannot be determined from" this test. It seems pertinent again to insert the follow­ing suggestion for additional investigation. It seems reason­able, however, that children suffering from a language handi­cap, might be forced to use so much of their energy in over­coming this obstacle that not enough energy remains to do justice to the mastery of computation, llo investigation that does not control language differences and also environ­mental differences can be taken safely as a measurement of intelligence.

Also it might be advanced by some that the ability to reason constitutes an additional difference between

the two races, since those subjects in the upper and middle portions of the list have the greatest difference and at the same time are the ones which employ reasoning. We must bear in mind, however,, that these tests, measuring subjects that demand reasoning, require a greater silent reading vocabulary, than do those subjects found in the lower portion of the list. Hence, it is impossible in this study to segregate the dif­ference in reasoning ability, if such does exist.

Finally, ell that can be derived with de­pendability from this investigation is that the English race \ ; ■ ■ , ' i • ' ■ ■ : - ■is superior to the Spanish race in achievement, and that oneof the dominant causes, if ndt the only cause, for this superiority is the lack of a sufficient silent reading. vo­cabulary on the part of the Spanish pupils.

55

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