24 



Indiana University Studies 



ment are not adequate. The grouping of children from 14 schools 

 brings together children that have not been taught together, and 

 hence the distribution and overlapping seem greater than it realh' 

 is in an}^ single city or school. The reply to this argument so far 

 as single cities are concerned is found in Table 8 and Figures 

 VI to IX, where the grades compared are from the same school. 



The situation here is not essentiall}^ different from that shown 

 in Table 6. The number of children is smaller, but the distribu- 

 tion is essentially the same, and the case holds no matter what city 

 or what grade we choose, Everj- where children of the most di- 

 verse abilities are thrown together and called a grade. 



It may be objected that the vocabularj^ test is inadequate as a 

 measure of homogeneity of pupils in reading ability. Let us turn 



FIGURE VIII — Understanding of Sentences. Sho^dng overlapping 

 of all grades of one city (12). Ordinates = set values; abscissas = per cent 

 making each score. 



Grade. ^ Geadc © Cjom^e & 



FIGURE IX — Understanding of Sentences. Sho^ong overlapping 

 in grades 4, 6, and 8 in one city. 



