eighth grades must be based upon the facts that arise as a result of more detailed analysis of each case.

The 34 children who are both overage and retarded in progress are likely to be academically slow. In schools in which promotions are given on the basis of achievement in certain subject matter this is frequently a large group. In it will be found pupils who wish to leave school early, partly because of their lack of adjustment in school, and partly because they are old enough to go to work. Comparatively few schools have provided adequate activities for such pupils. Many of them should be transferred immediately to the junior high school and given the opportunity of participating in prevocational or other experiences suited to their chronological and social maturity. An increasing number of school systems are adopting the practice of transferring to the junior high school all children who have reached the age of 13 years, regardless of their previous academic accomplishment. Obviously, if this is done, the junior high school must be prepared to receive them and give them something of vital value in preparation for the coming years

USE OF EDUCATIONAL AND MENTAL TEST RESULTS IN RELATION TO AGE-GRADE-PROGRESS STATISTICS

It has been said that one of the primary functions of age-gradeprogress data is to point out pupils or groups of pupils who are likely to require certain types of adjustment. Their purpose is to raise questions, but not necessarily to answer them. Considerable additional information is needed before a satisfactory adjustment can be made for a given pupil, and one of the most valuable items is the information accruing from the use of educational and mental tests. With such data a much more definite analysis can be made, for example, of a pupil who is retarded and above normal age for the grade. One can find out to what extent he is intellectually retarded, and what his level of achievement is in reading, arithmetic, language, history, and other subjects. Knowledge of these facts will make much easier the determination of the next step in his educational program. Both immediate and ultimate plans for his progress may thus be effected. The immediate step may involve remedial work in a particular subject or transfer to a special class. More remotely, an educational plan may be tentatively outlined for the next year based upon the pupil's social and vocational needs. The objective toward which every method of guidance is directed is the best possible adjustment between the child and his environment. The age-grade-progress study is but one device an important one-wl 'ch must be used in connection with every other facility the school offers to bring about this adjustment.

REFERENCES

ALLEN, RICHARD D. A manual for the use of the Providence personnel charts. New York, Inor Publishing Co., 1935.

Cincinnati school survey report. Cincinnati, Ohio, Bureau of Governmental Research, 1935.

GREENE, HARRY A. and JORGENSEN, A. N. The use and interpretation of elementary school tests. New York, Longmans, Green & Co., 1936.

The use and interpretation of high-school tests. New York, Longmans, Green & Co., 1936.

LEE, J. MURRAY. A guide to measurement in secondary schools. New York, D. Appleton-Century Co., 1936.

MORT, P. R. The individual pupil.

and FEATHERSTONE, W. B.

New York, American Book Co., 1928. Entrance and promotion practices in city school systems. New York, Bureau of Publications, Teachers College, Columbia University, 1932.

NIFENECKER, EUGENE A. Pupil's progress through the grades. Board of education, City of New York, 1922. (Publication No. 19.)

OTTO, HENRY J. Promotion policies and practices in elementary schools. Minneapolis, Minn., Educational Test Bureau, 1935.

REAVIS, W. C. Pupil adjustment in junior and senior high schools. Boston, Mass., D. C. Heath & Co., 1926.

Report of the survey of the schools of Chicago, Ill. Vol. II. School survey series. New York, Bureau of Publications, Teachers College, Columbia University, 1932.

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