Case Studies of the Relationship Between High-School Achievement and Educational Counselling

Abstract

The purpose of the following study was to determine whether or not the Stanford Revision of the Binet-Simon Test could be used profitably in educational counselling. The Journal of Educational Research, Feb ruary, 1923, published the record of the achievements of a class of thirty pupils after one year in high school. This paper will trace these students, their scholastic success as well as social and moral traits, throughout their high-school life. The material presented is the result of case studies of the scholastic achievements as well as evidences of the development of character and personality traits of every member in the class. These pupils entered high school from an elementary school that, be cause of its location near the center of the city, had a transient enroll ment. Only twelve of the thirty pupils under consideration had been enrolled in the school before the seventh grade. Four pupils entered the school in grade eight-A. As might be expected under such conditions, there were marked differences in habits, training, and knowledge of subject matter, as well as in ability. Table I shows that at the time these data were collected, (February 1, 1925), sixteen pupils had been graduated, three, who were still in school, expected to be graduated in June, 1925, and eleven had dropped out. The CA, MA, and IQ from the table used in the first study have been repeated in Table I of this study. The pupils are here ranked with reference to IQ. The high-school averages are averages of all the grades made by these students up to February 1, 1925.1 Some represent