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University of Southern California Dissertations and Theses
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Identifying potential over-achievers and under-achievers.
(USC Thesis Other)
Identifying potential over-achievers and under-achievers.
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Content
IDENTIFYING POTENTIAL
OVER-ACHIEVERS AND UNDER-ACHIEVERS
A P r o j e c t
P r e s e n te d t o
th e F a c u lty o f th e S c h o o l o f E d u c a tio n
U n iv e r s it y o f S o u th e rn C a lif o r n ia
In P a r t i a l F u l f i l l m e n t
o f th e R eq u irem en ts f o r th e D egree
M aster o f S c ie n c e i n E d u c a tio n
by
C h a r le s R* L e tso n
June 1956
UMI Number: EP49205
All rights reserved
INFORMATION TO ALL USERS
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and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Dissertation Publishing
UMI EP49205
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
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unauthorized copying under Title 17, United States Code
ProQuest LLC.
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£;d *5?
This project report, written under the direction
of the candidate’s adviser and approved by him,
has been presented to and accepted by the faculty
of the School of Education in partial fulfillment
of the requirements for the degree of Master of
Science in Education.
L S
Adviser
Dean
TABLE OP CONTENTS
CHAPTER PAGE
I . THE PROBLEM AND PLAN OP THE STUDY . . . . . . 1
The P r o b le m ............................................................................. 1
S ta te m e n t o f th e p r o b l e m ..................................... 1
D e f i n i t i o n o f T e r m s ....................... ................................ 2
A ch iev em en t t e s t s ......................................................... 2
I n t e l l i g e n c e t e s t s . . . . . .......................... 2
Sc a t t e r g r a m ........................................................................ 2
Q u in t ile c l a s s i f i c a t i o n . . ............................ 3
Im p ortan ce o f th e S tu d y ............................... 3
O r g a n iz a tio n o f th e P r o j e c t .................................... if
I I . REVIEWING THE LITER A TU R E.............................................. 5
I I I . PRESENTATION OP THE SCATTERGRAMS..................... ..... • 12
T o ta l A ch iev em en t 1955 .....................................................l^f
T o ta l A ch iev em en t 1957 ............................................... 16
T o ta l A ch ievem en t C o m p a r e d .......................................... 19
T o ta l R ead in g 1955 - 1957.......................................... 20
T o ta l A r ith m e tic 1955 - 1957 . . . . . . . 2if
Language 1 9 5 5 - 1957 .................................... 28
S p e l l i n g 1955 - 1 957 ................................... 32
Summary o f th e S c a t t e r g r a m s ...........................................36
IV . EXAMINING SPECIAL ACHIEVERS............................................... IfO
The O v e r - a c h i e v e r s ...............................................................ifO
M e l i n d a ........................................................................................ ifO
i i i
CHAPTER PAGE
R ic h a r d . . . ................................... ...................................
The U n d e r -a c h ie v e r s .............................. 7
S u s a n ............................................................................................. ij-7
S h aron .........................................................................52
R u t h ............................................................................................. 5 6
M a r k ............................................................................ . . 60
B i l l ............................................................................................. 66
V. SUM M ARY AND CONCLUSIONS.............................................................. 71
S u m m ary............................................................................................. 71
C o n c l u s i o n s ............................................................. 72
BIBLIOGRAPHY ....................................................................................... 76
LIST OF FIGURES
FIGURE PAGE
1* T o ta l A ch iev em en t 1 9 5 5 ..................................... 15
2 , T o ta l A ch iev em en t 1957 .................................................................17
3 . T o ta l R ead in g 1955 ..................................................................... 21
ij.. T o ta l R ead in g 1957 ............................................................... 23
5 . T o ta l A r ith m e tic 1955 25
6 . T o ta l A r ith m e tic 1957 • • • 26
? . Language 1 9 5 5 29
8 , Language 1957 30
9 . S p e l l i n g 1 955 . .................................... 33
1 0 . S p e l l i n g 1957 3 k
CHAPTER I
j
j THE PROBLEM AND DEFINITION OF TERMS
|
One o f th e aim s o f e d u c a tio n i s th e co m p lete
| m e n ta l d ev elo p m en t o f th e c h i l d . The s c h o o l , th r o u g h a l l
| o f i t s r e s o u r c e s , i s primarily r e s p o n s ib le f o r th e c h i ld * s
| i n t e l l e c t u a l a c h ie v e m e n t.
| In o r d e r t o f u l f i l l t h i s r e s p o n s i b i l i t y , e v e r y
| t e a c h e r m ust know th e le a r n in g p o t e n t i a l i t i e s o f th e
j s t u d e n t s . The u s e o f m ethods o f m ea su rin g s t u d e n t s ,
| a c h ie v e m e n t and c a p a b i l i t i e s , i s o f g r e a t im p o rta n ce t o
I th e t e a c h e r as sh e a tte m p ts t o b e t t e r u n d e r sta n d th e
j s t u d e n t s . A d m in is tr a to r s and t e a c h e r s a re c o n t in u o u s ly
i lo o k in g f o r q u ic k , e f f i c i e n t ways o f f i n d in g th e
j
I e d u c a t io n a l p o s s i b i l i t i e s o f s t u d e n t s .
I . THE PROBLEM
S ta te m e n t o f th e p ro b lem . An o b j e c t i v e e v a lu a t io n
o f th e s t u d e n t f s p r o g r e s s i s so m etim es d i f f i c u l t to a g r e e
j o n . O fte n s t u d e n t s and t e a c h e r s a re n o t aware o f th e
I c a p a b i l i t i e s o f o t h e r s e s p e c i a l l y a t th e e le m e n ta r y l e v e l .
! I t th e n becom es th e d u ty o f th e t e a c h e r to i n v e s t i g a t e and
know w hat i n d iv i d u a l s t u d e n t s a re c a p a b le o f d o in g .
I t was th e p u rp o se o f t h i s s tu d y t o i d e n t i f y
I p o t e n t i a l o v e r - and u n d e r - a c h ie v e r s , t o i n v e s t i g a t e by
i
i in t e r v ie w th o s e s t u d e n ts whose a c h ie v e m e n ts are above o r
j b e lo w t h e i r c a p a b i l i t i e s . , t o make a f u r t h e r s tu d y o f t h e i r
I a c h ie v e m e n t a f t e r two y e a r s f o r th e p u rp ose o f i d e n t i f y i n g
|
j c h a n g es t h a t h ave ta k e n p l a c e .
I I . DEFINITION OF TERM S
i
A ch iev em en t t e s t s . T h ese a re t e s t s t h a t m easure
1 th e l e v e l o f a tta in m e n t o f th e s t u d e n t . In t h i s s t u d y ,
;
th e r e s u l t s o f th e C a l i f o r n ia A ch iev em en t T e s ts are u s e d .
They t e s t a c h ie v e m e n t in r e a d in g , la n g u a g e , s p e l l i n g and
; a r it h m e t i c . From th e r e s u l t s o f a l l o f t h e s e t e s t s a
j t o t a l a c h ie v e m e n t can be m ea su red . The raw s c o r e s o f
j t h e s e t e s t s I s th e n t r a n s l a t e d i n t o g ra d e p la c e m e n t
! s c o r e s ,
j
I n t e l l i g e n c e t e s t s . T h is i s a m easure o f th e
I a b i l i t y l e v e l o f th e s t u d e n t . The C a l i f o r n ia T e s t o f
jM en tal M a tu r ity h a s b e e n u s e d as a m easurem ent o f
j i n t e l l i g e n c e . The w ords i n t e l l i g e n c e and a b i l i t y w i l l be
u s e d t o i n d ic a t e th e same m e a su r e .
S c a tte r g r a m . The s c a tte r g r a m i s a m eans o f g r a p h
i c a l l y p r e s e n t in g a s t u d e n t ’ s a c h ie v e m e n t in c o m p a riso n t o
h i s a b i l i t y . The s c a t te r g r a m h as b e e n u se d a t many grad e
l e v e l s and a p p lie d t o v a r io u s s i t u a t i o n s and h a s shown i t s
r e l i a b i l i t y t o p o in t o u t th e p o s i t i o n o f th e s tu d e n t i n
r e l a t i o n t o h i s a b i l i t y a s w e l l as h i s r e l a t i o n t o th e
j
I g r o u p . ... ....... ..................
3 ;
Q u in t ile c l a s s i f i c a t i o n . T h is i s a te c h n iq u e o f
! i
I i l l u s t r a t i n g v a r ia n c e s o f a c h ie v e m e n t and a b i l i t y . T h is j
i
| m ethod p l o t s th e s t u d e n t fs p o s i t i o n on a p e r c e n t i l e c h a r t
I t
I f i v e s q u a r e s w id e and f i v e s q u a r e s h ig h . When a c h ie v e m e n t 1
l i s n o t in p r o p o r tio n t o a b i l i t y th e s t u d e n t w i l l be fou n d
I two o r th r e e sq u a r e s away from a d ia g o n a l w h ic h i s c o n -
1 s id e r e d t o be th e norm . I t s m ain sh o r tc o m in g i s i t s l a c k
| o f e x a c t n e s s i n l o c a t i n g th e s t u d e n t . The s c a tte r g r a m
I overcom es t h i s d i f f i c u l t y .
I I I . IMPORTANCE OP THE STUDY j
The s tu d y i s b e l i e v e d t o be o f im p o rta n ce b e c a u se j
j i t s i n t e n t i o n i s to i d e n t i f y th o s e who a r e c a p a b le o f
!b e t t e r s c h o l a s t i c work and th o s e who are p e r fo r m in g
b eyon d t h e i r c a p a c it y . One o f th e r e s p o n s i b i l i t i e s o f
jt e a c h e r s and c o u n s e lo r s i s th e more e f f i c i e n t u se o f th e
c a p a b i l i t i e s o f th e s t u d e n t s . T h is can b e a c h ie v e d by
ikn ow ing w h ich s t u d e n t s are a c t u a l l y p ro v en to b e c a p a b le
land th e n g iv in g them more o f th e t e a c h e r fs tim e and
I e f f o r t .
The f u r t h e r i n v e s t i g a t i o n o f th e s p e c i f i c stu d y
I
a r e a s in w h ich th e s t u d e n t i s a c h ie v in g b e lo w h i s ca p a
b i l i t i e s can be i d e n t i f i e d . Thus th e c a p a b le s t u d e n t can
be h e lp e d t o b r in g up h i s low s u b j e c t a r e a s . O ver-
I a c h ie v e r s may p rod u ce a c lu e a s t o why t h e y a r e a c h ie v in g
|b eyon d t h e i r m easu red a b i l i t y . _ _ _
4
I d e n t i f i c a t i o n o f p o t e n t i a l o v e r - and u n d e r
a c h ie v e r s i s im p o r ta n t w h ile d i s c u s s i n g t h e s tu d e n t w it h
t h e p a r e n ts d u r in g p a r e n t c o n f e r e n c e s . P a r e n ts g e n e r a l ly
a r e v e r y c o n c e r n e d w it h t h e c a p a b i l i t i e s o f t h e i r
c h i ld r e n ,
IV . THE ORGANIZATION OF THE PROJECT
«
The s tu d y h a s b e e n d iv id e d i n t o f i v e c h a p t e r s .
The f i r s t c h a p te r d e s c r ib e s th e p r o b le m , g i v e s a d e f i n i
t i o n o f te r m s , and t h e im p o r ta n c e o f t h e p r o j e c t . C h ap ter
tw o i s d e v o te d t o r e v ie w in g th e r e l a t e d l i t e r a t u r e . In
c h a p te r t h r e e t h e S c a tte r g r a m s a r e p r e s e n t e d , d i s c u s s e d ,
and com pared. C h ap ter fo u r d e a ls w it h t h e in t e r v ie w s o f
s e l e c t e d o v e r - and u n d e r - a c h ie v e r s . C h ap ter f i v e p r e s e n t s
t h e summary, c o n c lu s io n s and rec o m m e n d a tio n s.
CH APTER I I
! REVIEWING THE LITERATURE
A l i m i t e d number o f r e f e r e n c e s are a v a i la b l e t h a t
j are c l o s e l y r e l a t e d to t h i s i n v e s t i g a t i o n . The two m o st
!
| w id e ly u se d m eth ods o f I d e n t i f y i n g a c h ie v e r s a r e th e
| " s c a tte r g r a m t e c h n iq u e 1 1 and th e " q u i n t i l e c l a s s i f i c a t i o n . ”
1 B o th o f t h e s e m eth ods c l o s e l y r e s e m b le e a c h o th e r ;
h o w e v e r , th e s c a tte r g r a m g iv e s a more a c c u r a te p ic t u r e o f
th e s t u d e n t and h i s g r o u p . In t h i s stu d y th e s c a tte r g r a m
| te c h n iq u e h as b e e n c h o se n t o i d e n t i f y o v e r - and u n d e r -
| a c h ie v e r s . The f o l lo w in g p a r a g r a p h s b r i e f l y d e s c r ib e
1 th e " s c a tte r g r a m te c h n iq u e " and th e " q u i n t i l e e l a s s i f i c a -
j t i o n ."
F r o e h lic h ^ r e f e r s t o th e s c a tte r g r a m as a m ethod o f
I i d e n t i f y i n g p u p il p r o b le m s. H is s t u d y in c lu d e d 39 n in t h
I g ra d e s t u d e n t s w hose m e n ta l a b i l i t y i s com pared to t h e i r
I a c h ie v e m e n t ( t o t a l grad e marks f o r a l l s u b j e c t s ) . H is
i s c a tte r g r a m i s d iv id e d i n t o fo u r q u a d ra n ts by a v e r t i c a l
! l i n e t h a t s e p a r a t e s b e lo w a v e r a g e in p e r c e n t i l e rank on
! th e S c h o l a s t i c A p titu d e T e s t from above a v e ra g e on th e
I r i g h t . ; A h o r i z o n t a l l i n e s e p a r a t e s th e above th e mean
l mark (to p ) from th e b e lo w a v e ra g e mark ( b e lo w ) . T hese
^ C lif f o r d P . F o r e h lic h and A rth u r L . B en so n ,
' G uidance T e s t in g (C h ic a g o : S c ie n c e R e se a r c h A s s o c ia t e s
■ _ .
| fo u r s e c t i o n s th e n become lo w e r l e f t (lo w a b i l i t y and lo w
I m a r k s), u p p er r i g h t ( h ig h a b i l i t y and h ig h m a r k s), lo w e r
j r i g h t (lo w a b i l i t y and m arks h ig h e r th a n e x p e c t e d ) , and
1 ■
i u p p er l e f t ( h ig h a b i l i t y and m arks lo w e r th a n e x p e c t e d ) .
i
i A lth o u g h t h i s m akes i t e a s y t o i d e n t i f y e a c h ty p e o f
| s t u d e n t , t h e r e are a ls o l i m i t a t i o n s w hich, he p la c e s on
I t h i s te c h n iq u e .
| B arr^ a p p lie d th e ^ s c a tte r g r a m te c h n iq u e ” t o
| t h i r t y s t u d e n t s i n a Los A n g e le s h ig h s c h o o l . He a g a in
! u s e d c la s s r o o m marks as a b a s i s o f a c h ie v e m e n t w ith a .
| co m p a riso n o f t h e i r m e n ta l a b i l i t y . The o v e r - and u n d e r -
! a c h ie v e r s w ere i n v e s t i g a t e d f u r t h e r t o d is c o v e r r e a s o n s
j f o r t h e i r a c h ie v e m e n t.
j Zeyn^ u se d th e ”s c a tte r g r a m t e c h n iq u e ” f o r an
I e n t i r e e le m e n ta r y s c h o o l as a m eans o f b ecom in g
I a c q u a in te d w it h th e n e e d s o f e a c h group and e a c h s t u d e n t .
I He p l o t t e d a s e p a r a te graph f o r e a c h grad e l e v e l and
( c l a s s . H is c h a r ts w ere b a s e d on s t a n d a r d iz e d t e s t s f o r
j a c h ie v e m e n t and m e n ta l a b i l i t y . Summary s ta te m e n ts w ere
^ C h arles R. B a r r , ”A P r o p o s a l f o r th e Use o f th e
|S c a tte r g r a m T ech n iq u e as an A id i n L o c a tin g S tu d e n t P ro b -
jle r a s” (u n p u b lis h e d M a s te r 's p r o j e c t , The U n iv e r s it y o f
S o u th ern C a l i f o r n i a , Los A n g e le s , 1 9 5 0 ) .
•^Louis Z eyn, ”S c a tte r g r a m s and R e la te d P rob lem s as
I I n d ic a t e d b y A ch iev em en t and M en tal M a tu r ity T e s ts o f
Anonymus Avenue S c h o o l” (u n p u b lis h e d M a s te r 's p r o j e c t , The
U n iv e r s i t y o f S o u th e r n C a l i f o r n i a , Los A n g e le s , J u n e,
1 1 9 5 0 ).
| made f o r e a c h c l a s s i n g e n e r a l and f o r some s t u d e n t s in
| p a r t i c u l a r .
| Lewerenz^- em p loyed th e " s c a tte r g r a m t e c h n iq u e ”
| when he e v a lu a t e d th e a c h ie v e m e n ts o f s t u d e n t s th r o u g h -
| o u t Los A n g e le s C it y S c h o o ls . He p l o t t e d s ta n d a r d iz e d
I a c h ie v e m e n t t e s t s a g a in s t s c o r e s o f t h e i r m e n ta l a b i l i t y
| f o r in d iv i d u a l s t u d e n t s in e a c h grad e in t h a t p a r t i c u la r
| s c h o o l . L ew eren z f u r t h e r s e t up a "norm al e x p e c ta n c y
j zon e" on h i s g r a p h s w h ic h was a l i n e drawn fro m lo w e r
I l e f t to up p er r i g h t . Around t h i s l i n e m ost s t u d e n t s w ere
I e x p e c te d to be p la c e d when t h e i r a c h ie v e m e n t a p p ro x im a ted
1 t h e i r m e n ta l a b i l i t y . S tu d e n ts p la c e d f u r t h e r away from
| t h i s l i n e w ere i d e n t i f i e d as extrem e u n d e r - o r o v e r -
| a c h ie v e r s . The u s e o f a "norm al e x p e c ta n c y l i n e " w ou ld
I l o g i c a l l y seem t o be an im provem ent o v e r th e f o u r s e c t i o n
| s c a tte r g r a m o f P r o e h lic h and o th e r s as i t f u r t h e r s e p a -
1 r a t e s th e o v e r - and u n d e r -a c h ie v e r from th e a v e ra g e
j a c h ie v e r .
I Bloom^ a p p lie d th e s c a tte r g r a m t o a c l a s s o f 86
! n in t h grad e ju n io r h ig h s c h o o l s t u d e n t s t o i d e n t i f y e a c h
I s t u d e n t * s o v e r - o r u n d e r -a c h ie v e m e n t i n f o u r b a s ic
^ A lfr e d S . L ew eren z, "Hew D ev elo p m en ts i n E v a lu a t -
I in g A ch iev em en t i n th e P u b lic S c h o o ls o f Los A n g e le s ,"
E d u c a tio n , 7 I 22 I4.O, D ecem ber, 1 9 5 0 .
; ^ J e r r y Bl&om, " A n a ly sis o f a S e l e c t e d Group o f
I O v e r a c h ie v e r s and U n d e r a c h ie v e r s 1 1 (u n p u b lis h e d M aster* s
| p r o j e c t , The U n iv e r s it y o f S o u th e rn C a l i f o r n i a , Los
( A n g e le s , 1 9 5 0 .
! 8
s u b j e c t s * He u sed th e r e s u l t s o f s ta n d a r d iz e d a c h ie v e m e n t
I
lan d m e n ta l m a tu r ity t e s t s . He u t i l i z e d an " e x p e c te d
ja c h ie v e m e n t s c o r e ” w h ic h i s " th e p o t e n t i a l a b i l i t y s c o r e
I d e te r m in e d by u s in g th e m e n ta l and c h r o n o lo g ic a l a g e s i n
i
1 th e fo r m u la XA : 2 x CA - MA." He b e l i e v e s t h i s to be a
I 3
more v a l i d m ethod o f p r e d i c t i o n o f p o t e n t i a l a b i l i t y .
{
T h is was p l o t t e d on a v e r t i c a l l i n e a g a in s t a " b a s ic
s k i l l s " a c h ie v e m e n t t e s t a lo n g a h o r iz o n t a l l i n e . Bloom
|c o n c e n t r a t e d h i s s t u d i e s on th e u n d e r - a c h ie v e r as th e r e
was a p r e p o n d er a n c e o f t h e s e c a s e s w h ile o n ly two s t u d e n t s
w ere o v e r - a c h ie v in g . H is c o n c lu s io n s i n d ic a t e d a common
( d i f f i c u l t y o f th e u n d e r -a c h ie v e r was a d i f f i c u l t y in r e a d
y in g . Many o f th e c h ild r e n t e s t e d came from b i l i n g u a l
Ihomes w h ic h may e x p la in some o f t h e i r r e a d in g d i f f i c u l t y .
He s u g g e s t e d o th e r c a u s e s o f u n d e r -a c h ie v e m e n t w ere
e m o tio n a l f a c t o r s , change o f s c h o o l s , and p h y s ic a l f a c t o r s .
ft
Germane0 b e l i e v e s th e " q u i n t i l e c l a s s i f i c a t i o n
t e c h n iq u e ” t o be a h e l p f u l m ethod o f d is c o v e r in g a
I s t u d e n t f s s t a t u s i n th e w ork and s t u d y a r e a . He d iv id e d
I th e c l a s s i n t o f i v e e q u a l grou p s or q u i n t i l e s w it h r e g a r d
t o t h e i r a b i l i t y t o le a r n i n one colum n and i n t o f i v e
i
q u i n t i l e s a c c o r d in g t o t h e i r rank i n an a c h ie v e m e n t t e s t .
T h e ir p o s i t i o n s i n th e colum ns w ere th e n com pared. A
i
A
^ C h a rles E . Germane and E d ith G. G erm ane, P e r s o n n e l
[Work i n H igh S c h o o l (Hew Y ork: S i l v e r B u r d e tt Company,
1 9 i|A ), p p . 99-111*..
| p e r s o n i n th e u p p er e ig h t y p e r c e n t i l e in a b i l i t y to le a r n
s h o u ld rank i n th e u p p er e ig h t y p e r c e n t i l e i n rank o f
1 a c h ie v e m e n t. When th e r e i s a d i f f e r e n c e o f two o r th r e e
|
j p e r c e n t i l e g r o u p s , th e n th e s t u d e n t i s s a i d to be o v e r -
i
I o r u n d e r - a c h ie v in g .
| A p e r c e n t i l e c h a r t can be made from t h i s in fo r m a -
| t i o n and i l l u s t r a t e d g r a p h i c a l l y . The f i r s t s t e p i s t o
| draw a c h a r t o f f i v e sq u a r e s w id th and f i v e sq u a r e s
! h e i g h t . T hese s m a lle r sq u a r e s th e n a r e num bered from
| l e f t t o r i g h t . Prom l e f t t o r i g h t th e to p colum ns are
| num bered w it h Roman N um erals I , I I , I I I , IV , V. T hese
j v e r t i c a l colu m n s r e p r e s e n t th e q u i n t i l e s o f a b i l i t y t o
| l e a r n . The h o r i z o n t a l row s are num bered from b o tto m to
i to p 1 , 2 , 3 9 5* T h ese row s r e p r e s e n t th e q u i n t i l e s
o f a c h ie v e m e n t. F in d th e s t u d e n t s t h a t a r e in Q u in t ile V
| i n a b i l i t y t o l e a r n and i n Q u in t ile 5 i n a c h ie v e m e n t,
j P la c e t h e i r names i n sq u a re number 5 on th e c h a r t . T h is
| sq u a re c o n t a in s th e names o f s t u d e n t s who are in th e f i f t h
1 q u i n t i l e In a b i l i t y and a c h ie v e m e n t. F in d th e names o f
I th e s t u d e n t s n o t p la c e d in th e f i f t h q u i n t i l e i n a c h ie v e -
I m ent and p la c e them in t h e i r p r o p e r row a c c o r d in g t o t h e i r
i
! a c h ie v e m e n t. T h ese s t u d e n t s a re s a i d t o b e u n d e r-
| a c h ie v in g s i n c e th e y are ran k ed i n th e f i f t h q u i n t i l e in
I a b i l i t y to l e a r n and i n a lo w e r q u i n t i l e in a c h ie v e m e n t.
I
| A l l th e s t u d e n t s a r e s i m i l a r l y p la c e d on th e c h a r t . A
j
| d ia g o n a l l i n e i s p a s s e d from lo w e r l e f t t o u p p er r i g h t .
Those sq u a r e s th r o u g h w h ich th e d ia g o n a l p a s s e s are
w o rk in g up to a b i l i t y . I f a s t u d e n t s name a p p ea rs i n a
sq u a r e above th e d ia g o n a l, t h a t p e r s o n i s a c h ie v in g above
h i s a b i l i t y ; w h ile t h o s e names t h a t ap p ear in s q u a r e s
b e lo w th e d ia g o n a l are u n d e r -a c h ie v in g * The s t u d e n t s
w hose names ap p ear f a r t h e s t from th e d ia g o n a l a re th e
e x tr em e o r m o st s e r i o u s c a s e s o f o v e r - o r u n d e r -a c h ie v in g *
F u r th e r a t t e n t i o n sh o u ld be g iv e n t o t h e s e s tu d e n ts *
The v a lu e o f a " q u i n t i l e c l a s s i f i c a t i o n " i s i t s
a b i l i t y t o p o in t o u t a d e v i a t io n i n a b i l i t y t o l e a r n and
a c t u a l a ch iev em en t* Once t h i s d is c r e p a n c y becom es
a p p a r e n t, i t th e n becom es th e r e s p o n s i b i l i t y o f th e
te a c h e r o r c o u n s e lo r to d is c o v e r w hat i s " th a t so m e th in g
i s "7 t h a t i s a f f e c t i n g th e s t u d e n t and " to s e t up a
r eg im en o f p r a c t i c e s w h id h w i l l h e lp t o e r a d ic a t e t h i s
u n d e s ir a b le symptom i s th e p e r s o n a l s e r v i c e t h a t th e
s c h o o l i s m o r a lly o b l i g a t e d t o g iv e t o e v e r y s t u d e n t
o
n e e d in g su c h a s s i s t a n c e . "
The l i m i t a t i o n s o f th e " q u in t ile c l a s s i f i c a t i o n "
are th o s e t h a t a re common t o m o st e d u c a t io n a l m ea su r em e n ts.
The f i r s t c o n s id e r a t io n i s th e in a c c u r a c y o f a b i l i t y t o
l e a r n t e s t s . "No t e s t o r b a t t e r y o f t e s t s g iv e a r e l i a b l e
m easu re o f i n t e l l e c t u a l a b i l i t y . 1 1 ^ I t i s w e l l known t h a t
^Germane, 0 £ . c i t . , p . 1 1 0 .
Q— - - ■ " ' "
'I b id .
9 l b i d .
: i i
! th e r e i s a w ide v a r i a t i o n in t e a c h e r s1 m arks and th e
| s t u d e n t* s a b i l i t y t o l e a r n and i n d i f f e r e n t t e a c h e r s1
| m arks on th e same t e s t . T h e r e fo r e , t h e r e i s a d e g r e e o f
I u n r e l l a b i l i t y c o n c e r n in g r a n k in g s i n a c h ie v e m e n t, a l s o .
1 L im it a t io n s t h a t a r e p la c e d on t h i s p a r t i c u la r
m eans o f i d e n t i f i c a t i o n are th e s t r o n g e m p h a sis on s c h o o l
| ta u g h t s u b j e c t - m a t t e r and th e u n f a ir r e p r e s e n t a t io n o f th e
i e x tr e m e ly s u p e r io r s t u d e n t .
A lth o u g h th e s c a tte r g r a m p r o v id e s a more a c c u r a te
! p ic t u r e o f th e s t u d e n t , i t s l i m i t a t i o n s becom e a p p a re n t
a l s o . As u se d by th e e a r l i e r i n v e s t i g a t o r s ( P r o e h lic h
j and D a r le y ) , p la c in g s t u d e n t s i n grou p s o r q u a d r a n ts gave
j l i t t l e th o u g h t t o t h e i r r e l a t i v e p o s i t i o n in th e q u a d r a n t.
! T h is h a s b een overcom e b y an a c c u r a te s c a l i n g o f s tu d e n t s *
p o s i t i o n s on th e grap h s t h a t h ave b e e n u se d i n t h i s s t u d y ,
i A t r u l y a c c u r a te d ia g o n a l f o r norm al e x p e c ta n c y c o u ld o n ly
! be e s t a b l i s h e d i f th e r e were a p e r f e c t c o r r e l a t i o n b e tw e en
I a b i l i t y t o le a r n and a c h ie v e m e n t. Some o f th e l i m i t a t i o n s
o f th e ”q u i n t i l e c l a s s i f i c a t i o n ” seem to e p p ly to th e
I ^ s c a tte r g r a m t e c h n i q u e .”
H ow ever, w ith a l l t h e i r w e a k n e sse s b r o u g h t to
j l i g h t , th e te a c h e r and c o u n s e lo r ca n lo o k t o t h e s e t e c h -
| n iq u e s w ith a ss u r a n c e o f t h e i r v a l i d i t y and d e c id e d v a lu e .
CHAPTER I I I
!
t
| PRESENTATION OP THE SCATTERGRAMS
!
T h is s tu d y u s e s tw o g ro u p s o f s c a t t e r g r a m s : one
t
f o r 1955 when th e c h ild r e n w ere i n th e f i f t h g ra d e and
; a n o th e r f o r 1957 when th e y w ere i n th e s e v e n t h g r a d e .
F i r s t , th e t o t a l a c h ie v e m e n t s c a tte r g r a m s w i l l be d i s
c u s s e d f o r e a c h y e a r s e p a r a t e l y and th e n c o m p a r a tiv e ly .
T h is w i l l a s s i s t i n v i s u a l i z i n g th e a c h ie v e m e n t o f th e
c l a s s . S e c o n d ly , e a c h s c a tte r g r a m w i l l b e a n a ly z e d and
d is c u s s e d more f u l l y . F i n a l l y , e a c h s u b j e c t s c a tte r g r a m
w i l l be com pared w it h i t s c o u n te r p a r t f o r th e two y e a r s ,
i A l l o f th e s c a tte r g r a m s u s e d i n th e s tu d y h ave a
j v e r t i c a l a x is t o i n d i c a t e th e d e g r e e o f i n t e l l i g e n c e
m easu red b y th e C a l i f o r n ia T e s t o f M en tal M a tu r ity . The
h o r i z o n t a l a x is i n d i c a t e s th e d e g r e e o f a c h ie v e m e n t as
m easu red i n grad e p la c e m e n t u n i t s by th e C a l i f o r n ia
A ch iev em en ts T e s t s , E le m e n ta r y B a t t e r y . The u s e o f t h e s e
t e s t s h a s b een fo u n d t o be a much more a c c u r a te m ethod o f
d e te r m in in g i n t e l l i g e n c e and a c h ie v e m e n t th a n th e a v e r a g e
o f y e a r l y g r a d e s . Germane**- s t a t e s t h a t 1 1 t e a c h e r ' s ” m arks
are f r e q u e n t ly u n r e l ia b l e m ea su res o f a c h ie v e m e n t .1 1
The s c a tte r g r a m s d e p ic t no a b s o l u t e s . The d o ts
^-Charles F . Germane and E d ith G. G erm aine, o p . c i t
p . 1 0 9 .
w h ich i n d ic a t e th e s t u d e n t ’ s p o s i t i o n on th e s c a tte r g r a m s 1
I
i n d i c a t e th e a p p ro x im a te p o s i t i o n and th e d o t s h o u ld be
c o n s id e r e d t o be a s m a ll c i r c l e .
The d a ta f o r th e s c a tte r g r a m s h a s b e e n c o m p ile d
from th e 1955 t e s t r e s u l t s on th e C u m u la tiv e R e c o r d s .
The 1 957 r e s u l t s w ere ta k e n d i r e c t l y from th e t e s t
r e s u l t s . S c a tte r g r a m s w ere th e n c o n s t r u c t e d f o r t o t a l
a c h ie v e m e n t and th e n s e p a r a t e l y f o r e a c h o f th e m ajor
s u b j e c t a r e a s : r e a d in g , a r it h m e t i c , la n g u a g e , and
s p e l l i n g . S im ila r s c a tte r g r a m s w ere c o n s t r u c t e d from th e j
i 1957 in f o r m a tio n . j
The s c a tte r g r a m s w ere made by u s in g grap h p a p e r .
: The i n t e l l i g e n c e s c o r e i s p l o t t e d on th e a s c e n d in g v e r t i
; c a l a x is b y g r a d a t io n s o f two p o i n t s . The ra n g e was
fo u n d t o be from 81 t o 1 3 2 . The a c h ie v e m e n t o f th e
s t u d e n t s w ere p l o t t e d a lo n g a l e f t - t o - r i g h t in c r e a s in g
! s c a l e w ith g r a d a t io n s o f tw o - t e n t h s o f a y e a r . T h is
! ran ge v a r ie d f o r e a c h s u b j e c t and b e c a u se o f th e
d i f f e r e n c e s o f th e grad e l e v e l f o r th e tw o y e a r s .
The s o l i d r e d v e r t i c a l l i n e i n d i c a t e s th e norm al
g rad e l e v e l : f o r th e 1 9 5 5 d a t a — f i v e y e a r s , two m onth s;
f o r th e 1957 d a t a - - s e v e n y e a r s , two m o n th s. The s o l i d
r e d h o r i z o n t a l l i n e i n d i c a t e s th e norm al i n t e l l i g e n c e f o r
th e p u b lic s c h o o l p o p u la t io n . The r e d l i n e s now d iv id e
th e s c a t te r g r a m i n t o f o u r q u a d r a n ts . One can s e e more
i
i |
1 c l e a r l y now th e s t u d e n t s who a r e w o rk in g up to t h e i r ]
! I
j a b i l i t y . The s t u d e n t s fou n d i n th e lo w e r l e f t q u a d ra n t j
j are m easu red t o be b e lo w norm al i n t e l l i g e n c e and b e lo w 1
| norm al g ra d e l e v e l i n a c h ie v e m e n t. The lo w e r r i g h t qu ad -
r a n t i n d i c a t e s th e s t u d e n t s who are b e lo w norm al i n t e l l i -
i i
j I
j g e n c e and above grad e l e v e l i n a c h ie v e m e n t. The s t u d e n t s j
I fo u n d i n th e up per l e f t q u a d ra n t a r e above a v e ra g e j
t
j i n t e l l i g e n c e b u t b e lo w grad e l e v e l I n a c h ie v e m e n t. The |
u p p er r i g h t q u a d ra n t i n d i c a t e s th e s t u d e n t s who are above
i
! a v e ra g e i n t e l l i g e n c e and above t h e i r g ra d e l e v e l i n |
1 a c h ie v e m e n t. In g e n e r a l t h e n , th e s t u d e n t s fou n d in th e j
' lo w e r l e f t and u p p er r i g h t q u ad ran ts, are norm al a c h i e v e r s . :
| T h e ir s c o r e s sh o u ld form an e l l i p s e w it h th e m a j o r it y o f
; s c o r e s b e in g i n t h i s a r e a . L ik e w is e , th o s e s tu d e n ts
fo u n d i n th e u p p er l e f t q u a d ra n t h ave th e a b i l i t y b u t are
l a c k in g i n a c h ie v e m e n t. The lo w e r r i g h t q u ad ran t i n d i
c a t e s w h ic h s t u d e n t s are b e lo w norm al i n t e l l i g e n c e and a re j
'w o r k in g ab ove grad e l e v e l . i
i
I . TOTAL ACHIEVEMENT - 1 9 5 5 j
; !
| J
The T o ta l A ch iev em en t S c o r e s f o r 1955 are fo u n d i n j
F ig u r e 1 . The s c a tte r g r a m i n d i c a t e s th e la r g e number o f i
s t u d e n t s t h a t are w o rk in g b e lo w grad e l e v e l and are b e lo w
a v e r a g e i n t e l l i g e n c e . The s e c o n d l a r g e s t group a r e th o s e
i n th e u p p er r i g h t q u a d ra n t who a re above a v e ra g e
140
138
136
134
132
130
128
126
124
122
120
118
116
114
112
110
108
106
104
102
100
98
96
94
92
90
88
86
84
82
80
7 8
' *
Sharon
•
•
G a il
A l i c i a
(
• R ich ard *
, * M elin d a
L o u is e
'Ted
Ruth A lic e
• Jack •
Lucy J a n ic e
F red
* • • Mark
James
* •
B i l l P at
U ) LO OO U> LO ■ £ = ■ 4 ^ :f r '.pr V J1 V J 1 VJHU1VLJ1 CT\ C T n C T n 'C T n '-o
• • • • • • • • • • • • • • • • • • • • •
o ro 0 0 o ro 0 0 o w 4= - on 0 0 o ro -Prc^oo o
T o ta l A ch ievem en t T e s t S c o r e s
FIGURE 1
SCATTERGRAM SHOW ING PLACEMENTS OF FIFTH
GRADE PUPILS IN THE YEAR 1955
r " ■ ........." .................■ .......'" ....~ ....._ '....■ ....i 6
! i n t e l l i g e n c e and above gra d e l e v e l . T here are o n ly s i x
| s t u d e n t s In t h i s q u a d ran t as com pared t o th e tw e lv e in
: th e lo w e r l e f t q u a d r a n t. T h is i n d i c a t e s a p o s i t i v e
j c o r r e l a t i o n b e tw e en I n t e l l i g e n c e and a c h ie v e m e n t. The
v a s t m a j o r it y o f s t u d e n t s are i n th e norm al q u a d r a n ts .
O nly two s t u d e n t s are fo u n d In th e u p p er l e f t
q u a d r a n t. B i l l and S u sa n have above a v e r a g e i n t e l l i g e n c e
j b u t b e lo w g ra d e l e v e l a c h ie v e m e n t. They a r e th e u n d e r -
; a c h ie v e r s i n th e f i f t h g r a d e . I t i s s i g n i f i c a n t t h a t no
1 s t u d e n t i s fo u n d i n th e lo w e r r i g h t q u a d r a n t. T h is w ou ld
! i n d i c a t e t h a t th e b e lo w a v era g e i n t e l l i g e n c e s t u d e n t f in d s
1 i t v e r y d i f f i c u l t t o a c h ie v e b eyon d grad e l e v e l . O nly
; A lb e r t c o u ld be s a i d to be a p p r o a c h in g gra d e l e v e l work
| y e t be b e lo w a v e r a g e i n t e l l i g e n c e . M elin d a i s th e b e s t
I exam p le o f an o v e r - a c h ie v e r as sh e a c h ie v e s n o t o n ly
above h e r g ra d e l e v e l b u t b eyon d th e m ost i n t e l l i g e n t
; s t u d e n t i n th e c l a s s .
I I . TOTAL ACHIEVEMENT - 1957
The T o ta l A ch iev em en t S c o r e s f o r 1957 a re fo u n d in
■ F ig u r e 2 . The s c a tt e r g r a m i n d i c a t e s th e la r g e number o f
i
I s t u d e n t s t h a t a re w o r k in g above g ra d e l e v e l and a r e ab o v e
a v e r a g e i n t e l l i g e n c e . The se c o n d l a r g e s t group i s fo u n d
! i n th e lo w e r l e f t q u a d r a n t. T here are o n ly th r e e s t u d e n t s
i n t h i s grou p as com pared w ith n in e in th e u p p er r i g h t
! q u a d r a n t. T hree s t u d e n t s a r e fo u n d i n th e u p p er l e f t
C T M M S c o re s
17
B i l l
144
142
140
138
136
134
132
130
128
126
124
122-
120
1 1 8
116.
114
112
110
108
106
104
102
10Q
98
96.
94
9 2
90
88
86
84
82
80.
78
FIGURE 2
SCATTERGRAM SHOWING PLACEMENTS OF
SEVENTH GRADE PUPILS IN THE YEAR 1957
Sharon
R u th
#
M ark A lic e
• •
T ed S u sa n
J a n i c e
«
M e lin d a
R ic h a r d
J a c k
L o u is e
U l U l ' J I U l ' J I ( ^ - 0 — < 1 —a — —3 0 0 0 0 0 0 O O 0 0 VO VO VO VO
• • • • • • • • * • • • • « • • • • • • • • • •
o r o o a oo oiu-i^ovooo ro ov oo o r v > o\oo o w crs
T o t a l A c h ie v e m e n t T e s t S c o re s
! q u a d r a n t. T h ese are th e u n d e r - a c h ie v e r s . No s t u d e n t s
| a r e fo u n d i n th e lo w e r r i g h t q u a d r a n t. The o v e r - a c h ie v e r s
| i
| w it h above a v e ra g e i n t e l l i g e n c e a re M elin d a and R ic h a r d .
! T here a re o n ly a few s t u d e n t s n e a r th e g ra d e l e v e l l i n e
j i n d i c a t i n g s t u d e n t s a re w o rk in g f a r b eyon d grad e l e v e l o r
i f a r b e lo w gra d e l e v e l . No s t u d e n t b e lo w a v e r a g e i n t e l l i -
I
| g e n c e i s a c h ie v in g n e a r g ra d e l e v e l w ork.
r “ ..... - ' ............................. ............' ..............‘.." 19 j
! I I I . TOTAL ACHIEVEMENT COMPARED 1 955 - 1 9 5 7 j
I
| The m o st n o t i c e a b le change h as b e e n an im provem ent
| i n a c h ie v e m e n t and an in c r e a s e i n m easu red i n t e l l i g e n c e j
! The m a j o r it y o f s c o r e s h a s s h i f t e d from th e lo w e r l e f t j
i
; q u a d ra n t o f b e lo w a v e r a g e i n t e l l i g e n c e and b e lo w grad e j
| l e v e l a c h ie v e m e n t t o th e u p p er r i g h t q u ad ran t o f above j
| a v e r a g e i n t e l l i g e n c e and ab ove g r a d e l e v e l a c h ie v e m e n t. |
! The m o st im provem ent h a s b e e n shown by S u san who i n 1 955 I
j i
' was a d e f i n i t e u n d e r - a c h ie v e r , w h ile i n 1 9 5 7 sh e m ea su res •
: s e v e n m onths above gra d e l e v e l . A lm ost a l l o f th e !
j i n t e l l i g e n c e s c o r e s h a v e r i s e n , some b y as much as 1 7 ’
i
i p o in t s ( J a n i c e ) . O nly L u cy ! s i n t e l l i g e n c e s c o r e h a s
| becom e lo w e r , from 97 to 8 9 . In b o t h s c a tte r g r a m s t h e r e
are no s t u d e n t s i n th e lo w e r r i g h t q u a d ra n t w h ic h a g a in
i n d i c a t e s t h a t th e b e lo w a v e r a g e i n t e l l i g e n c e s tu d e n t
f i n d s i t a lm o st im p o s s ib le t o a c h ie v e beyond grad e l e v e l
| w ork . B i l l seem s t o be f a l l i n g f a r t h e r and f a r t h e r b e lo w j
1 grad e l e v e l w ork , w h ile M elin d a and R ich a rd a r e i n c r e a s i n g j
■ t h e i r l e a d i n a c h ie v e m e n t a lth o u g h th e y a re o n ly s l i g h t l y |
above th e a v e r a g e ran ge o f i n t e l l i g e n c e . P erh ap s th e y I
( have some r e a s o n f o r a c h ie v in g more th a n o t h e r s w it h '
i i
g r e a t e r a b i l i t i e s . The r e a s o n s f o r g r e a t e r a c h ie v e m e n t
w i l l b e d is c u s s e d i n a l a t e r c h a p t e r . The u n d e r -a c h ie v e r s
are R uth and Mark; b o th o f whom h ave in c r e a s e d t h e i r
i n t e l l i g e n c e s c o r e s to th e p o in t o f b e in g p la c e d i n th e
20 I
u p p er l e f t o r u n d e r - a c h ie v e r q u a d r a n t. Mark i s w o r k in g |
one y e a r and f i v e b e lo w grade l e v e l i n 1 9 5 7 > and one y e a r
s e v e n m onths i n 1 9 5 5 - Ruth i s i n im p roved u n d e r -a c h ie v e r
as sh e was w o rk in g one y e a r s e v e n m onths b e lo w h e r g ra d e j
l e v e l i n 1 9 5 5 and i n 1957 h a s im p roved t o th e p o in t o f j
w ork in g e i g h t m onths b e lo w grad e l e v e l . One c a u se f o r h e r
p la c e m e n t i n th e u n d e r -a c h ie v e r q u a d ra n t i s th e g r e a t
| im provem ent i n h e r i n t e l l i g e n c e s c o r e -in 1 9 5 7 , and I
in c r e a s e o f f i f t e e n p o in t s o v e r h e r 1955 s c o r e . A lic e i s
a c h ie v in g s o c l o s e t o g ra d e l e v e l t h a t sh e c o u ld n o t be j
c o n s id e r e d t o be an u n d e r - a c h ie v e r . S h a ro n i s th e b e s t |
exam p le o f an i n t e l l i g e n t -u n d e r -a c h ie v e r , who i s i n c r e a s -
i in g h e r a c h ie v e m e n t f u r t h e r b eyon d h e r g ra d e l e v e l .
IV . TOTAL READING 1 9 5 5 - 1957 !
i
F ig u r e 3 d i s p l a y s th e 1 9 5 5 s c a tte r g r a m f o r r e a d in g , i
: I t show s a r a n g e o f a c h ie v e m e n t from 2 .7 t o a h ig h o f 7*3.
! j
| The lo w e r l e f t q u a d ra n t h as th e la r g e s t'n u m b e r o f s t u d e n t s j
i n d i c a t i n g t h a t m ost s t u d e n t s are w o rk in g b e lo w grad e le v e l'
i
i n r e a d in g . A lb e r t i s a s t u d e n t who i s fo u n d i n th e
j
; u n u su a l p o s i t i o n o f a c h ie v in g b eyon d h i s m ea su red a b i l i t y [
and y e t be b elo w a v e r a g e i n t e l l i g e n c e . M elin d a and L o u is e !
a re o v e r - a c h ie v e r s i n th e above a v e ra g e i n t e l l i g e n c e !
g r o u p . S u sa n and B i l l are th e u n d e r -a c h ie v e r s w ith above
i
a v e r a g e i n t e l l i g e n c e b u t b e lo w g ra d e l e v e l i n a c h ie v e m e n t. ,
Ted i s so c l o s e t o grad e l e v e l a c h ie v e m e n t t h a t he c a n n o t j
C T M M S c o re s
21
134
132
130
128
126
124
122
120
118
116
114
112
110
108
106
104
102
100
98
96
94
92
90
88
86
84.
82
80 .
7 8
S u sa n
• ^
Jo h n
T ed
S h a ro n
G a il
R ic h a r d
M elin d a*
L o u is e
R u th
L ucy
• I ’ r e d
Jam es
Sam
J a c k
A lic e
J a n i c e
M ark
B i l l P a t
A l b e r t
ro to ro ro co co 00 00 00 ’ -tr • - £ = ■ 4 ^ -v u i vn vji ui k j\ < t \ o \ ‘ ovo'n ^ ^
* * • • • • • • ♦ • • • • • • • • • • • • • • • • #
ro - f = - c> 0 0 o ro ch 00 o ro - £ = - a\ 00 o ro - £ = • 0 0 o ro - p = - 0 0 o ro
T o t a l A c h ie v e m e n t T e s t S c o re s
FIGURE 3
READING ACHIEVEMENT, 1955
I be c o n s id e r e d to be i n th e u n d e r -a c h ie v e m e n t q u a d r a n t. I
I The e x tr em e u n d e r -a c h ie v e r s i n th e b e lo w a v e r a g e i n t e l l i -
j g e n c e group a re L u cy , F r e d , and Jam es. T hese c h i ld r e n are
I w o r k in g from tw o y e a r s , two m onths t o tw o y e a r s , f i v e \
i j
| m onths b e lo w grad e l e v e l i n r e a d in g . S h aron m u st be c o n -
i s i d e r e d t o be an u n d e r -a c h ie v e r b e c a u se h e r i n t e l l i g e n c e j
i i n d i c a t e s f u r t h e r a c h ie v e m e n t i s p o s s i b l e .
i
The 1 9 5 7 s c a t te r g r a m on t o t a l r e a d in g i s show n i n
F ig u r e l|.. The c l a s s r a n g e i s from I4 . . 8 t o 1 0 .7 * The
• m a j o r it y o f th e s t u d e n t s a re now i n th e u p p er r i g h t q u ad - j
; i
r a n t w ith a b a la n c e o f s e v e n t o th r e e in th e above a v e r a g e J
i n t e l l i g e n c e and w o rk in g b eyon d grad e l e v e l . I n t e l l i g e n c e j
i and a b i l i t y app ear to be c l o s e l y c o o r d in a te d h e r e . T here
a re o n ly two extrem e e x a m p les o f u n d e r -a c h ie v e m e n t: R uth
and S h a ro n . They h ave shown a c o n s id e r a b le r i s e i n
m easu red i n t e l l i g e n c e b u t have f a i l e d t o show as much
i im provem ent i n r e a d in g a c h ie v e m e n t. M elin d a and R ic h a r d
j are th e ex trem e o v e r - a c h i e v e r s . The e x tr e m e s o f M elin d a j
and B i l l seem to be s p r e a d in g f a r t h e r a p a r t . The s t u d e n t s ;
i i n th e lo w e r l e f t q u a d ra n t a r e i n one c l o s e l y k n i t group j
! w h ile t h o s e i n th e u p p er r i g h t q u a d ra n t a r e in a n o th e r |
i " j
1
I c l o s e l y k n i t grou p w it h o n ly Mark and A lic e n e a r th e J
a v e r a g e i n i n t e l l i g e n c e and a c h ie v e m e n t. j
In c o n t r a s t in g th e two r e a d in g s c a t t e r g r s m s , th e !
m ost s i g n i f i c a n t chan ge i s n o te d in th e s h i f t fro m lo w e r
S h a ro n
R u th
J a c k
L o u is e
A lic e
M ark
B i l l
86
M e lin d a i
• [
R ic h a r d i
vji oo co co oo oo vo vo vovo vo m i-* m
• . . . . . . • • . . . . . • • » ' " • • • • • • • O O O
o r o - P ^ a > o o o r o 4 ^ a > o o o r o o d o r o ^ c ^ o o o t o o a •
o r o
T o t a l A c h ie v e m e n t T e s t S c o r e s
FIGURE 4
READING ACHIEVEMENT, 1957
9 -0 -t
2if
l e f t t o th e Tipper r i g h t q u a d ra n t o f th e m a j o r it y o f
s t u d e n t s . The g r e a t e s t im provem ent was shown b y J a c k , who
I
j im p roved b y fo u r y e a r s , n in e m onths i n a c h ie v e m e n t i n two
I c h r o n o lo g ic a l y e a r s . S u sa n , an u n d e r - a c h ie v e r i n F ig u r e
3 , i s w ork in g above gra d e l e v e l i n F ig u r e if. P o s s ib le
c a u s e s f o r t h i s change w i l l be d is c u s s e d more f u l l y i n a
l a t e r c h a p t e r . R uth h as im p roved h e r i n t e l l i g e n c e s c o r e
so much t h a t sh e now ra n k s as an u n d e r - a c h ie v e r i n 1957*
A l l s t u d e n t s h a v e n o t o n ly im proved t h e i r a c h ie v e m e n t
s c o r e s b u t a ls o t h e i r i n t e l l i g e n c e s c o r e s , w h ic h seem s t o
; p o in t o u t some d e v i a t io n s i n m ea su rera en ts.
V. TOTAL ARITHMETIC 1 9 5 5 - 1957
The t o t a l a r it h m e t ic r e s u l t s a re shown i n F ig u r e 5*
f o r 1955* Ih e r a n g e s a re c l o s e r to norm al grad e l e v e l .
The lo w i s 3*6 and a h ig h o f 6 . 3 . T h is i s a much n a rro w er
! d e v i a t io n th a n i s fo u n d i n any o f th e o t h e r s c a t t e r g r a m s .
T here a r e no ex trem e o v e r - o r u n d e r - a c h ie v e r s . Those
; s t u d e n t s w it h above a v e r a g e i n t e l l i g e n c e te n d t o work
c l o s e r t o gra d e l e v e l work r a t h e r th a n above i t . They
c o u ld th e n be s a i d to be a c h ie v in g b e lo w t h e i r e x p e c ta n c y .
The lo w e r l e f t b e lo w a v e ra g e i n t e l l i g e n c e q u a d ra n t i s
w o rk in g up t o o r c l o s e t o g ra d e l e v e l and i n a s e n s e
c o u ld be now s a i d t o be a c h ie v in g i n a r it h m e t ic b eyon d
t h e i r m easu red a b i l i t y . They are a p p r o a c h in g o v e r -
25
134
132
130
128
126
124
122
120
118
116
114
112
110
108
106
104
102
100
98
9 6
94
92
90
88
86
84
82
80
78
• •
J o h n
S h a ro n
G a il
S u sa n
R ic h a r d M e lin d a
L o u is e
T ed
# J& ck ^ L i c e
L ucy J a n i c e
F re d
• •
M ark Jam es
A l b e r t
Sam
B i l l P a t
ro ro ro ro ro O O O O OJ O O U) -pr-pr.fr- .prVJI U1VJ1 UlUICTvCh c \ 0 \ 0 \
• • ♦ • • • • • • • • • • • •• •• • • • • • •• •
o r o - i ^ o > o o o ro c ^ o o o ro-p=-o> oo o r o - p = - o \ o o o r o cnoo o
T o ta l A ch ievem en t T e s t S c o r e s
FIGURE 5
ARITHMETIC ACHIEVEMENT, 1955
-p
r H
c u o o o v o - 3- c u o c o v o - 3- c u o'oovo-^-cvio'oovo^t c u ooovo^t- c u o c o v o - ^ - c u o
. ^ - - 3- o o o o o o o o o o c m c u c u c u c u hhhh hooo o o o\ o\ o\ o\ o\ co oo co co co
C T M M S co res
FIG U R E 6
ARITHM ETIC^ ACHIEVEMENT.,. 195Z
27 j
a c h iev e m en t* S h a ro n i s w o r k in g f a r b e lo w h e r eisqpectancy, |
w h ile B i l l i s a c h ie v in g b eyon d h i s m easu red a b i l i t y . O nly j
M elin d a i s w o rk in g up t o h e r a b i l i t y .
The g r a d e p la c e m e n t f o r 1957 i s fo u n d i n F ig u r e 6 j
w h ic h show s a lo w o f $ . 6 and a h ig h o f 9 * 1 . T here a r e j
e i g h t s t u d e n t s i n th e u p p e r r i g h t q u a d ra n t as a g a in s t j
i
t h r e e i n th e lo w e r l e f t q u a d r a n t. O nly Mark and S h a ro n j
a re now ex trem e u n d e r - a c h ie v e r s . M e lin d a , L o u is e , and j
A l i c e are th e o v e r - a c h i e v e r s . T here i s a g r e a t e r te n d e n c y
; t
tow ard o v e r -a c h ie v e m e n t. Sam and Lucy a r e a p p r o a c h in g j
o v e r -a c h ie v e m e n t w ith s c o r e s o f 6 .9 and 7*1* w h ile th e
!
grad e l e v e l i s a t 7 .2 . T h e ir i n t e l l i g e n c e s c o r e s are >
b e lo w a v e r a g e . T here i s a g r e a t s e p a r a t io n b e tw e en j
s t u d e n t s i n th e u p p er r i g h t q u a d r a n t. j
A c o m p a riso n o f th e two s c a t te r g r a m s on t o t a l !
a r it h m e t ic i n d i c a t e s a te n d e n c y tow ard im p roved a c h ie v e
m ent b u t n o t e x tr e m e o v e r -a c h ie v e m e n t. A lic e h a s show n j
th e m ost m arked im provem ent by a g a in o f th r e e y e a r s , f o u r J
m onths i n two c h r o n o lo g ic a l y e a r s . S h a r o n , w h ile s t i l l an |
u n d e r - a c h ie v e r , i s much im p roved b ey o n d h e r 1955 s c o r e o f j
\5»h as com pared t o 8 . J 4 . in 1 9 5 7 . Mark i s show n to be much j
more o f an u n d e r - a c h ie v e r . O nly two s t u d e n t s are fo u n d to j
be ex trem e u n d e r -a c h ie v e r s --M a r k and B i l l . In 1957 th e
m a j o r it y o f th e s t u d e n t s a re i n th e u p p er r i g h t q u a d ra n t
w h erea s th e m a j o r it y o f t h e s t u d e n t s w ere c l o s e to the \
28
i grad© l e v e l l i n e w it h no o v e r - n o r u n d e r - a c h ie v e r s in th e
j 1955 s c a t t e r g r a m . The ran ge o f s c o r e s i n th e u p p er r i g h t
j q u a d ra n t h as becom e more w id e ly s e p a r a t e d i n th e 1957
\
! sc a tte r g r a m * In A r it h m e t ic , 80 p e r c e n t o f th e c l a s s i s
1 w o rk in g up t o g ra d e l e v e l o r b eyon d b y 1 9 5 7 .
V I. LANGUAGE 1 9 5 5 “ 1957
i
i The la n g u a g e s c a tte r g r a m f o r 1 9 5 5 show s a grad e
I l e v e l r a n g e from a lo w o f 1 .2 t o a h ig h o f i+.O . The 1 9 5 5
i norm al g ra d e l e v e l i s 5*2 w h ic h i n d i c a t e s t h a t th e e n t i r e
i c l a s s i s w o rk in g b e lo w grad e l e v e l . They a r e b e lo w grade
j l e v e l on an a v e ra g e o f two y e a r s and f i v e m o n th s. The
j m a j o r it y o f th e s t u d e n t s a re fo u n d i n an a lm o st v e r t i c a l
l i n e around th e 2 .7 gra d e p la c e m e n t l e v e l . The r a n g e o f
t h i s s c a tt e r g r a m had t o b e lo w e r e d t o p o l t th e lo w e s t
s c o r e : 1 . 2 . E ven th e h i g h e s t a c h ie v e r , M e lin d a , i s one
I y e a r b e lo w gra d e l e v e l i n th e s u b j e c t o f la n g u a g e . T h is
; s c a tte r g r a m i n d i c a t e s th e r e a re no o v e r - a c h i e v e r s , o n ly
d i f f e r e n t d e g r e e s o f u n d e r - a c h ie v e r s . M elin d a i s f i r s t in
I r a n k in g o f a c h ie v e m e n t, w h ile th e lo w h a s b e e n ta k e n by
Sam. The r a n g e o f i n t e l l i g e n c e d o es n o t seem t o h ave an
e f f e c t on la n g u a g e a c h ie v e m e n t.
The grade p la c e m e n t ra n g e on th e 1957 s c a tte r g r a m
i n d i c a t e s a lo w o f 3*5 and a h ig h o f 9 . 6 . The 1 9 5 5 la n g u
age s c a tte r g r a m i n d ic a t e d a s c o r e s p r e a d o f 1 .8 as th e 1957
29
14.0
138
136
134
132
130
128
126
124
122
120
118
116
114
112
11C
108
106
104
102
10C.
96
96
94
92
9C
88
86
84
82
8C
Sharon
Susan
G a il
R ich a rd M elin d a
L o u ise
Te'd
5am
J a ck I?uth ' / l i c e
Lucy * J a n ic e
F red
•
Jam es M ari<:
0
A lb e r t
B i l l P at
m m m m ro ro rororo(jO(jooo(jou>4^-f^4^-t=- -f^ u i u i u i u i u i
• • • • • • * • * t • • « • • • • • • • • • • • *
ro 4^-0'\oooro-f^cr\ooo ro - £ = - c t \ co o ro -t^o^ooo ro - f = - on oo o
T o ta l A ch ievem en t T e s t S c o r e s
FIGURE 7
LANGUAGE ACHIEVEMENT, 1955
•H
in
O N
i — i
oo % CO
• Q )
* *H
i — I
-= £' < M O 00 V O '-= J-' C V J 0 - 0 0 V O C U O C O V O C V J o oo VO C V J O C O V O .=f C V J O' 00 V O C V J o'
-=t-^--=tcocococncocvj cvjoj-ojcvjhhhhhooo o o o \ o\ o\ g\ o\cococococo
C T M M S c o r es id
l a
_________ _ _ _ ro
31
la n g u a g e s c a tt e r g r a m i n d i c a t e s a sp r e a d o r 3*1* ^h© o v e r -;
!
a c h i e v e r s , M elin d a and R ic h a r d , h ave in c r e a s e d th e ra n g e j
|
n o t i c e a b l y on th e 1957 sc a tte r g r a m * U n d e r -a c h ie v e r s i n
1957 a re Mark, J a c k , R u th , and T ed . L o u is e and A l i c e are *
m a r g in a l a c h ie v e r s and c a n n o t be c o n s id e r e d t o be e x tr e m e s .
i
M ost o f th e s t u d e n t s have made im p rovem en ts b eyond t h e i r j
tw o c h r o n o lo g ic a l y e a r s b u t th e y a re s t i l l fo u n d i n th e j
q u a d ra n t o f u n d e r -a c h ie v e r s b e c a u s e t h e i r i n t e l l i g e n c e (
s c o r e s h ave b e e n in c r e a s e d i n t h e i r 1957 t e s t s . S h a ro n i s j
j
a s e r i o u s u n d e r -a c h ie v e r i n th e above a v e r a g e i n t e l l i g e n c e j
g r o u p . B i l l and James are ex trem e u n d e r -a c h ie v e r s i n th e j
b e lo w a v e r a g e i n t e l l i g e n c e g r o u p . On th e 1 957 s c a t t e r g r a m ;
a lm o st a l l s t u d e n t s a re a c h ie v in g n o t o n ly b e lo w t h e i r
g r a d e l e v e l b u t b e lo w t h e i r a b i l i t y . M elin d a i s a d e f i
n i t e o v e r - a c h ie v e r and R ic h a r d i s a c h ie v in g up t o h i s
a b i l i t y and one y e a r , s i x m onths b eyon d gra d e l e v e l .
A co m p a riso n o f th e two la n g u a g e s c a tte r g r a m s
j i n d i c a t e s a m arked im provem ent i n a c h ie v e m e n t and i n t e l l i - i
: g en ce s c o r e s . H ow ever, much more im provem ent n e e d s t o |
i ta k e p la c e b e f o r e m o st o f t h e s e s t u d e n t s w i l l be w o r k in g |
! up t o t h e i r a b i l i t y . P our s t u d e n t s h ave m oved o u t o f th e j
u n d e r -a c h ie v e m e n t q u a d ra n t i n t o th e n orm al a c h ie v e m e n t j
q u a d r a n t: M e lin d a , R ic h a r d , S u sa n , and S h a ro n . I n t e l l i - i
g e n c e now h a s b een b r o u g h t more i n t o c o r r e l a t i o n t o ' •
a c h ie v e m e n t i n la n g u a g e . The gram now sp r e a d s o u t more i n
32
1957 th a n i t d id i n 1955* The s t u d e n t s who h a v e shown th e
m o st im provem ent a r e M elin d a and R ic h a r d , w it h im p roved
gra d e p la c e m e n ts o f as much as f i v e y e a r s and s i x m onths
i n tw o c h r o n o lo g ic a l y e a r s . U n d e r -a c h ie v e m e n t s t i l l o u t
w e ig h s o v e r -a c h ie v e m e n t i n th e 1957 s c a t t e r g r a m ,
V I I . SPELLING 1 9 5 5 - 1957
The s p e l l i n g s c a tte r g r a m f o r 1 955 i s fo u n d i n
F ig u r e 9 . I t show s a lo w a c h ie v e m e n t o f 3«0 and a h ig h
o f 6 , 1 , T h is i s a r a n g e o f th r e e y e a r s , on e m on th . The
p la c e m e n t o f th e s t u d e n t s are w id e ly s c a t t e r e d w it h no
m a j o r it y fo u n d i n any p a r t i c u l a r q u a d r a n t. The u n d e r
a c h ie v e r s are S u san and R ic h a r d . The o v e r - a c h ie v e r s are
J a c k , A l i c e , and L u cy, a l l o f whom a re b e lo w a v e r a g e
m ea su red i n t e l l i g e n c e . T h is , t h e n , i s one o f t h o s e
u n u s u a l c a s e s w here th e b e lo w a v e ra g e i n t e l l i g e n c e s t u d e n t
a c h ie v e s n o t o n ly b eyon d h i s m ea su r ed a b i l i t y b u t b ey o n d
h i s g ra d e l e v e l . T here a r e no ex trem e o v e r - a c h i e v e r s . I t
i s s u r p r i s i n g to f i n d th e lo w a c h ie v e m e n t b e in g made by
S u san and R ic h a r d , a u s u a l l y o v e r - a c h ie v e r i n o th e r
s u b j e c t s , a d e f i n i t e u n d e r - a c h ie v e r i n s p e l l i n g . T h ere i s
an e q u a l d i s t r i b u t i o n o f above gra d e l e v e l and b e lo w grad e
l e v e l s t u d e n t s . M elin d a i s s t i l l le a d in g th e c l a s s i n
a c h ie v e m e n t. E x c e p t f o r S u sa n and R ic h a r d , th e m a j o r it y
o f th e c l a s s c l u s t e r s around th e gra d e l e v e l norm , 5 * 2 .
C T M M S c o r es
33
138 .
136 .
134
132.
130
128
126
124,
122
120
118
116
114
112
110
108
106.
104.
102,
100
98
96
94.
92
90.
88,
86
84
82 ,
80
»
Sharon
•
Su san
» •
..R ichard John
M elin d a
L o u ise
<
’Ted
• Jack
Ruth
• A lic e
* Lucy
_ •
J a n ic e
Mark
♦ Sam
B i l l
G O Go Go U O U O -t=-4r -PrOl U1 G T l U1 U1 G> OVOn C T \
• • • • • • » • • • • • • • • • • • • • •
o ro-t^c^ooo ro 000 ro 4 ^ a > c o o ro 4 ^a N O o o
T o ta l A ch ievem en t T e s t S c o r e s
FIGURE 9
SPELLING ACHIEVEMENT, 1955
144
142
140
138
136,
134
132
13Q
128
126
124,
122
120.
118.
116.
114.
2 112
I liQ
co 108
8 106
S 104
“ 102
100
98
96
B i l l Qil
u i, 94
3 4 Q2
f 36 90
Sam 88.
86
84
82
80
.
0
S h a ro n
* *
Tom S u sa n
i
t
!
m R ic h a r d #|
•
M e lin d a ;
I
J a c k
R u th
•
L o u is e
1
1
1
A l i c e * M ark
' •
Lucy
-prUl U1 \J1 U1 U1 C D 00 G O G O OOVQ U D V £ ) V O V O
• •• • • • • • • • • • • • • • • • • • • • • • * •
oo o ro oo o w -P^c^ooo ro -tr o> oo o ro 4 = - ov oo o ro ov oo
T o t a l A c h ie v e m e n t T e s t S c o r e s
FIGURE 10
_______________ SPELLING ACHIEVEMENT, 195_7__________________
-l-O .-O
F ig u r e 10 i n d i c a t e s th e grad e p la c e m e n ts f o r th e
19^7 s c a tte r g r a m on s p e l l i n g a c h ie v e m e n t. The lo w e s t
I a c h ie v e m e n t s c o r e i s 3«^l- and th e h i g h e s t , 1 0 * 0 . The
| l a r g e s t number o f s t u d e n t s a re i n th e u n d e r - a c h ie v e r
1 q u a d r a n t. Sh aron i s an above a v e r a g e i n t e l l i g e n c e
: a c h ie v e r . She i s w o rk in g two y e a r s above h e r g r a d e l e v e l
i b u t m ust s t i l l be c l a s s e d as an u n d e r - a d h ie v e r . In th e
• lo w e r l e f t q u a d ra n t a re fo u n d th e o th e r e x tr e m e s e x h i
b i t e d b y B i l l and Sam. T here i s by now an e x tr e m e ly w id e
ra n g e o f s p e l l i n g a c h ie v e m e n t sp r e a d o v e r a r a n g e o f s i x
: y e a r s and s i x m o n th s. The a v e r a g e s c o r e o f th e s t u d e n t s
i n th e u p p er l e f t q u ad ran t i s 5»7* They are w o rk in g one
y e a r , f i v e m onths b e lo w gra d e l e v e l . The e x tr e m e s o f
u n d e r -a c h ie v e m e n t are T ed, S u sa n , R u th , A l i c e , and Mark.
The ex trem e o v e r - a c h ie v e r i s R ic h a r d . T h is gram show s th e
g r e a t e s t d e v i a t i o n from th e n orm al e l l i p t i c a l p a t t e r n
i n d i c a t i n g many s p e l l i n g p ro b lem s e v en f o r th e above
I a v e r a g e i n t e l l i g e n c e g r o u p .
A c o m p a riso n o f th e two s c a t t e r grams d i s p l a y s some
! o f th e m o st u n u su a l c h a n g e s . The g r e a t e s t change i s i n
th e p o s i t i o n o f R ich a rd on th e 1 9 5 5 gram o f 3»3» w h ile on
th e 1 9 5 7 gram he i s 1 0 .0 . He h a s ch an ged from an u n d er
a c h ie v e r t o an ex trem e o v e r - a c h ie v e r In s p e l l i n g i n a
m a tte r o f two y e a r s . T h is i s an im provem ent o f s i x y e a r s ,
s e v e n m onths in two c h r o n o lo g ic a l y e a r s . S u san h a s moved
: c l o s e r to g ra d e l e v e l w ork , a lth o u g h s t i l l an u n d e r -
l
i a c h i e v e r . Of th e th r e e s t u d e n t s fo u n d i n th e lo w e r r i g h t
j
j q u a d ra n t on th e 1955 gram , o n ly Jack and Lucy h ave show n
I a c h ie v e m e n t c l o s e t o grad e l e v e l * A l i c e , B i l l , and Sam
| have r e g r e s s e d from t h e i r 195 5 s c o r e s . The g r e a t e s t
I
1 r e g r e s s i o n i s shown by Sam, a l o s s o f l.Ij- y e a r s . T h is i s
j th e o n ly gram t h a t show s a r e g r e s s i o n o f any s t u d e n t . A
{
| m ajor s h i f t h a s ta k e n p la c e tow ard th e up p er l e f t q u a d ra n t
j i n th e 1957 gram . T h is w ou ld i n d i c a t e an i n c r e a s e i n
I i n t e l l i g e n c e s c o r e s n o t com m ensurate w it h a c h ie v e m e n t in
I s p e l l i n g . The g r e a t e s t c h a n g e , th e n , i s tow ard u n d e r -
| a c h ie v e m e n t.
i
j V I I I . SUM M ARY OP THE SCATTERGRAMS
i /
The T o t a l A ch iev em en t S c a tte r g r a m s f o r 1955 and
1957 i n d i c a t e t h a t th e c l a s s a c h ie v e s a c c o r d in g to i t s
| a b i l i t y . The s c a tte r g r a m s show a p o s i t i v e c o r r e l a t i o n
i b e tw e e n th e m ea su r es o f i n t e l l i g e n c e and a c h ie v e m e n t. The
T o ta l A ch iev em en t S c a tte r g r a m f o r 1 9 5 5 d is p la y s a m a j o r it y
j o f th e c l a s s i n th e lo w e r l e f t q u a d r a n t. The T o ta l
j A ch iev em en t S c a tte r g r a m f o r 1957 d is p la y s a m a j o r it y o f
th e c l a s s i n th e u p p er r i g h t q u a d r a n t. T h is s h i f t i n d i
c a t e s n o t o n ly an in c r e a s e i n th e m ea su r es o f a c h ie v e m e n t,
b u t an in c r e a s e i n th e u s u a l l y s t a b l e m ea su res o f i n t e l l i
g e n c e . Some s t u d e n t s 1 s c o r e s in i n t e l l i g e n c e h ave r i s e n
37
as much as s e v e n t e e n p o i n t s . O nly one s t u d e n t fs i n t e l l i
g e n c e s c o r e was lo w e r e d . A ll o f th e s c a t te r g r a m s i n d i c a t e
how d i f f i c u l t i t i s f o r th e b e lo w a v e ra g e i n t e l l i g e n c e
s t u d e n t to a c h ie v e up t o or b ey o n d grad e l e v e l w ork .
T here i s a lm o st a c o m p le te a b sen ce o f p l o t s in th e lo w e r
r i g h t q u a d r a n t. O nly A lb e r t in F ig u r e 3* R ead in g A c h ie v e
m ent 1955* and J a c k , A l i c e , and L ucy i n F ig u r e 9 , S p e l l i n g
A ch iev em en t 1955* a re p la c e d i n th e lo w e r r i g h t q u a d r a n t.
F ig u r e s 3 and Ij. a g a in show t h i s s h i f t from lo w e r
l e f t q u a d ra n t in 1 9 5 5 to u p p er r i g h t in 1957* T here i s a
g r e a t e r sp r e a d o f a c h ie v e m e n t in th e 1957 T o ta l R ea d in g
S c a tte r g r a m th a n t h e r e i s i n th e 1955 s c a t t e r g r a m . T h is
i n c r e a s i n g o f a c h ie v e m e n t ra n g e f o llo w s th r o u g h i n th e
o t h e r s u b j e c t s c a t t e r g r a m s , a l s o . A p p a r e n tly an in c r e a s e
i n c h r o n o lo g ic a l age sp r e a d s o u t th e ran ge o f a c h ie v e m e n t.
The m a j o r it y o f th e above a v e ra g e i n t e l l i g e n c e s t u d e n t s
a c h ie v e more th e o l d e r th e y b ecom e. The m a j o r it y o f th e
b e lo w a v e r a g e i n t e l l i g e n c e s t u d e n t s g r a d u a lly a c h ie v e l e s s
and l e s s . W e m ust c o n c lu d e , th e n , t h a t th e above a v e r a g e
i n t e l l i g e n c e s tu d e n t n o t o n ly h a s th e p o t e n t i a l t o a c h ie v e
above gra d e l e v e l w ork , b u t i s th e o n ly one t h a t can
a c h ie v e above grad e l e v e l w ork.
The T o ta l A r ith m e tic S c a tte r g r a m i n F ig u r e 5 f o r
1955 i n d i c a t e s a c l o s e g r o u p in g o f s t u d e n t s o f above and
b e lo w a v e r a g e i n t e l l i g e n c e a c h ie v in g c l o s e to g r a d e l e v e l .
r '......" ~......... " ......" ..........'.......... ' ... 3 8 ]
i i
: T h is g r o u p in g m ig h t be th e r e s u l t s o f a l l s t u d e n t s b e in g j
ta u g h t th e same m a t e r ia l and th e above a v e r a g e i n t e l l i - j
! 1
| g en ce group b e in g l i m i t e d to th e v a r i e t y o f a r it h m e t ic j
• j e x p e r ie n c e s t h a t th e a v e r a g e s t u d e n t i s a b le t o u n d e r - j
| s t a n d . A g r e a t e r ra n g e o f s c o r e s i n th e 1957 s c a tt e r g r a m ;
j i n d i c a t e s g r o u p in g d u r in g th e t e a c h in g o f a r it h m e t ic |
| w h ich g i v e s th e above a v e r a g e i n t e l l i g e n c e s t u d e n t an j
I
| o p p o r t u n ity t o a tte m p t a c h ie v e m e n t beyond o n ly w hat th e (
; a v e r a g e s t u d e n t i s a b le t o u n d e r s ta n d .
\ F ig u r e s 7 and 8 i n d i c a t e a d e f i n i t e te n d e n c y tow ard j
| u n d e r -a c h ie v e m e n t in la n g u a g e . F ig u r e 8 ' s p l o t s h ave |
j in c r e a s e d i n r a n g e . The 1957 m ea su r es show a m arked
I im provem ent o v e r 1955* b u t u n d e r -a c h ie v e m e n t i n la n g u a g e
i i s s t i l l a p p a r e n t.
F ig u r e s 9 and 10 d is p la y th e g r e a t e s t v a r i a t i o n s
and i n d ic a t e w id e r a n g e s o f a c h ie v e m e n t i n s p e l l i n g . T h is
; i s th e o n ly gram t h a t show s r e g r e s s i o n on th e p a r t o f any ;
s t u d e n t . F ig u r e 9* th e 1 9 5 5 s c a tte r g r a m on S p e l l i n g , |
show s some o f th e g r e a t e s t e x tr e m e s o f u n d e r -a c h ie v e m e n t j
! w here s t u d e n t s w it h 1 1 2 i n t e l l i g e n c e q u o t ie n t s do 3*3 !
I g ra d e l e v e l w ork , and a n o th e r s t u d e n t w ith an i n t e l l i g e n c e \
I q u o t ie n t o f 115 a c h ie v e s 3 .0 g ra d e l e v e l w ork . M elin d a j
h a s th e h i g h e s t a c h ie v e m e n t o f a l l th e s c a tte r g r a m s i n
H ead in g w ith a s c o r e o f 1 0 .7 i n 1957* The l o w e s t a c h ie v e
m ent was a c h ie v e d b y B i l l i n th e 1957 s c a tte r g r a m on
j S p e l l i n g , a s c o r e o f 3*b* T h ese and o t h e r u n d e r - and
! o v e r - a c h ie v e r s w i l l be d is c u s s e d more f u l l y in th e n e x t
1
; c h a p t e r .
i
j
CHAPTER IV i
; I
1 EXAMINING SPECIAL ACHIEVERS >
! ■ 1
T h is c h a p te r w i l l exam in e t h o s e s t u d e n t s whom th e j
* i
[
j s c a tte r g r a m s h ave i n d ic a t e d a r e s p e c i a l a c h ie v e r s . The j
! p e r s o n s and t h e i r b a ck g ro u n d s w i l l be c l o s e l y i n v e s t ! - j
j g a t e d . The r e s u l t s o f su c h a s tu d y m ig h t w e l l i d e n t i f y a j
i s t u d e n t * s p rob lem and f i n d a c a u se f o r t h e i r u n d e r - o r j
I o v e r -a c h ie v e m e n t. The so u r c e o f s u c h in fo r m a tio n w i l l be |
I th e comments made b y p a s t t e a c h e r s as r e c o r d e d on th e j
[ C u m u la tiv e R ecord C ards and a p e r s o n a l i n t e r v i e w . |
i I
j I . THE OVER-ACHIEVERS
i The T o t a l A ch iev em en t S c a tte r g r a m f o r 1 9 5 5 i d e n t i
f i e s th e o v e r - a c h ie v e r s as M e lin d a , and A lb e r t . There i
was i n s u f f i c i e n t d a ta a v a i la b l e on A lb e r t b e c a u se he had
moved t o a n o th e r d i s t r i c t . The o v e r - a c h ie v e r s i n th e ;
T o ta l A ch iev em en t S c a tte r g r a m f o r 1 957 a r e M elin d a and I
R ic h a r d . A lth o u g h t h e s e s tu d e n ts a p p ea r as o v e r - a c h ie v e r s •
i on th e T o ta l A ch iev em en t S c a t te r g r a m s , t h e i r u n d e r -a c h ie v e -j
m ent i s , i d e n t i f i e d i n th e S u b j e c t S c a tte r g r a m s . T h is i s ,
i !
one o f th e p a r t i c u l a r a d v a n ta g e s o f th e s c a tte r g r a m t e c h - j
n iq u e . T h ese o v e r - a c h ie v e r s w i l l now be d is c u s s e d i n !
d e t a i l . !
M e lin d a . M elin d a ra n k ed f i r s t in A ch iev em en t on a l l
k l
o f th e 1955 s c a t t e r g r a m s . She ran k s f i r s t i n a l l o f th e
1957 s c a tte r g r a m s e x c e p t s p e l l i n g and was t h i r d t h e r e .
i
| S u ch c o n s i s t e n t o v e r -a c h ie v e m e n t i s i n d i c a t i v e o f a s t r o n g
!
j d e s i r e t o l e a r n .
The C u m u la tiv e R ecord Card gave th e f o l lo w in g
! com m ents: Prom h e r k in d e r g a r t e n t e a c h e r : " c a p a b le ,
[d e p e n d a b le , g e t s a lo n g w e l l w it h o t h e r s , s h y , w e l l l i k e d . 1 1
Prom h e r f i r s t and se c o n d grad e t e a c h e r s : l,more m ature
th a n anyone e l s e i n th e room , l i k e s t o t a l k t o a d u l t s , i s
n e a t i n e v e r y t h i n g .1 1 Prom h e r t h ir d and f o u r t h grad e
t e a c h e r s : " k in d , s y m p a th e t ic , q u i e t , w orks a lo n e w ith o u t
e x t r a d i r e c t i o n s , d e p e n d a b le , c a p a b le , c h ild r e n seem t o
r e s p e c t h e r a b i l i t y , c l a s s work e x c e p t i o n a l l y g o o d .1 * Prom
h e r f i f t h and s i x t h g rad e t e a c h e r s : " c h e e r f u l, s e r io u s
a b o u t c l a s s w ork , q u i e t , r e s e r v e d , e v e r y t h in g i s p e r f e c t l y
d o n e , w orks beyon d i n d ic a t e d C T M M s c o r e , g i v e s c l o s e
[ a t t e n t i o n , w e l l l i k e d , s t r o n g l e a d e r . 1 1 T h ese p o s i t i v e
.com m ents d e p ic t a g i r l o f to p q u a l i t y . W ith th e i n t e l l i
g e n c e g iv e n h e r , sh e h a s u t i l i z e d a l l o f i t t o be a to p
ia c h ie v e r . T h is h a s r e q u ir e d a c o n s c io u s e f f o r t on h e r
p a r t to l i s t e n c l o s e l y , t o ta k e a d v a n ta g e o f a l l th e e x t r a
I
h e lp sh e c o u ld o b t a in from t e a c h e r s and o ld e r b r o th e r s and
s i s t e r s .
M elin d a i s o f medium b u i l d , s l i g h t , p o is e d and
m a tu r e . Her p e r s o n a l in t e r v ie w r e v e a le d th e f o l lo w in g
in f o r m a tio n : She was b o r n i n San A n g e lo , T exas i n March
j o f 19^5 and i s 13 y e a r s o l d . She i s a t t e n d in g a n ea rb y
| J u n io r H igh S c h o o l. She came t o t h i s a r e a when sh e was
j fo u r y e a r s o ld and h a s l i v e d i n t h e i r p r e s e n t h o u se e v e r
s i n c e . T h e r e f o r e , sh e h a s a tte n d e d one s c h o o l c o n t in u -
| o u s l y . Her p a r e n ts* e d u c a tio n i s som ewhat l i m i t e d — h e r
; f a t h e r w en t th r o u g h th e s e v e n t h g r a d e ; h e r m o th e r* s e d u -
| c a t i o n en d ed i n h ig h s c h o o l . Her f a t h e r i s a r e l i e f man
| a t a n e a r b y b r e w e r y . Her m o th er now w o r k s, b u t o n ly f o r
■ s i x h ou rs o f th e d a y , w h ile th e c h ild r e n a r e i n s c h o o l .
i She h a s many f r i e n d s , b o th g i r l s and b o y s . Her f a v o r i t e
■ r e a d in g i s m y ste r y s t o r i e s , s t o r i e s o f fam ous p e o p le ,
; a d v e n tu r e s t o r i e s , and The A m erican G ir l M a g a zin e . T h is
; i n d i c a t e s th e b e t t e r k in d o f r e a d in g sh e p u r s u e s . One o f
h e r f a v o r i t e s u b j e c t s i s m a th e m a tic s . In 1 9 5 5 ! s s c a t t e r
gram on A r ith m e tic A c h ie v e m e n t, sh e i s i d e n t i f i e d a s
b e in g e le v e n m onths above h e r g ra d e l e v e l . The 1 9 5 7
I s c a tte r g r a m on A r ith m e tic A ch iev em en t i n d i c a t e s sh e i s
w o rk in g one y e a r , n in e m onths above h e r gra d e l e v e l . Her
* p a r e n ts e x p e c t h e r to go to c o l l e g e . She comm ents t h a t
sh e h a s h e a r d h e r p a r e n t s sa y how im p o r ta n t i t w i l l be t o
! o b t a in a good e d u c a t io n b e c a u se so many o f th e jo b s t h a t
r e q u ir e l i t t l e e d u c a t io n w i l l b e o v e r ta k e n b y some fo rm o f
a u to m a tio n . One r e a s o n sh e g a v e f o r h e r s t r e n g t h i n
a c h ie v e m e n t i s th e h e lp sh e g e t s from h e r o ld e r b r o th e r
i and s i s t e r . She f e e l s t h a t h e r p a r e n ts u n d e r sta n d h e r ;
and g iv e h e r p le n t y o f t h e i r t im e . A t p r e s e n t , sh e h a s j
i a m b itio n s o f b ecom in g a r e g i s t e r e d n u r s e . Her a r e a o f |
I ■ s
g r e a t e s t d i f f i c u l t y i s th e m e c h a n ic s o f la n g u a g e . W h ile 'j
\
; i n th e f i f t h g r a d e , sh e was w o rk in g one y e a r b e lo w h e r j
I g ra d e l e v e l . By 1957 sh e i s w o r k in g two y e a r s , f o u r j
[ m onths above h e r grad e l e v e l . W ith e v e n su c h a g r e a t |
I i
i im p rovem en t, sh e comments t h a t la n g u a g e i s s t i l l one o f j
! ' *
! th e s u b j e c t s sh e d i s l i k e s . She e x p la in s t h i s a t t i t u d e b y ;
I !
s a y in g t h a t sh e fo u n d l i t t l e s u c c e s s w ith i t i n th e f i r s t
I j
j fo u r y e a r s o f s c h o o l . She h a s a d o p ted a r a t h e r m ature j
a t t i t u d e tow ard t h i s s u b j e c t and rem arks t h a t th e r e
o
- j d o e s n * t seem t o be much t o w orry a b o u t i f sh e h a s done th e
b e s t sh e c a n . One o f h e r p o o r e s t r a t i n g s i s i n th e
! s u b j e c t o f s p e l l i n g , w here sh e was w o rk in g n in e m onths
I
above g r a d e l e v e l i n 1955 as show n i n F ig u r e 9 . On t h i s
j s c a tte r g r a m sh e r a te d f i r s t . By 1957 sh e h a d d rop p ed t o
I t h i r d p l a c e , a lth o u g h s t i l l w o r k in g one y e a r , s e v e n m onths j
above grad e l e v e l as shown i n F ig u r e 1 0 . |
I t m ust be c o n c lu d e d , t h e n , t h a t M elin d a i s an o v e r -|
: i
I a c h ie v e r i n R ea d in g and A r ith m e tic and u n d e r - a c h ie v in g in
! L anguage i n 1955# b u t by 1957 i s o v e r - a c h ie v in g . Her
g r e a t e s t im provem ent h a s b een i n L a n g u a g e --f iv e y e a r s , s i x
m o n th s. W hile S p e l l i n g h a s shown th e l e a s t im p rovem en t—
tw o y e a r s , e i g h t m o n th s. M e lin d a 1s r e a s o n f o r h e r o v e r - j
44 |
a c h ie v e m e n t i s t h a t sh e “t r i e s h a rd and l i s t e n s c l o s e l y . ” j
, A bove a l l , M elin d a h a s a lw a y s l i k e d s c h o o l and fou n d j
! s u c c e s s i n i t . Sh e i s s o c i a l l y w e l l a d j u s t e d and f e e l s j
t h a t sh e i s w e l l l i k e d b y c h ild r e n and a d u l t s . M elin d a !
h a s a v e r y p o is e d m anner and sp e a k s s lo w ly and i n t e n t l y i
and w ith o u t any n e r v o u s m a n n erism s. j
i , I
R ic h a r d . I n 1 9 5 5 R ic h a r d m ust be r a t e d a s a !
— i ' " r t
i b o r d e r lin e a c h i e v e r . W ith an I n t e l l i g e n c e Q u o tie n t o f j
o n e hu ndred and t w e lv e , h i s T o t a l A ch iev em en t s c o r e i s ^
i I
f i v e y e a r s and fo u r m onths • T h is i s o n ly tw o m onths . j
1 a b o v e g r a d e l e v e l . He m ust be r a t e d a s an u n d e r - a c h ie v e r
j i n L anguage and a d e c id e d u n d e r - a c h ie v e r i n S p e l l i n g . As
j show n i n F ig u r e 9 , h e i s on e y e a r n in e m onths b e lo w g r a d e
l e v e l a c h ie v e m e n t. By 1 9 5 7 R ic h a r d i s r a n k in g se c o n d on
t h e T o t a l A ch iev em en t S c a tte r g r a m and on e y e a r , e ig h t
m onths a b o v e g r a d e l e v e l . H is I n t e l l i g e n c e Q u o tie n t h a s
i
I
j b e e n r a is e d t o on e hu n d red and f i f t e e n , an im provem ent o f j
o n ly t h r e e p o i n t s . He m ust now be r a t e d a s a d e f i n i t e ■
o v e r - a c h ie v e r i n R e a d in g , F ig u r e 4 ; L a n g u a g e, F ig u r e 8 ; .
and S p e l l i n g , F ig u r e l o . He i s s t i l l o n ly an a v e r a g e
: |
j a c h ie v e r i n A r it h m e t ic , F ig u r e 6 . I n com p arin g t h e tw o
s e t s o f s c a tte r g r a m s we m ust a g r e e t h a t a d e f i n i t e ch an ge j
h a s ta k e n p la c e i n t h e p a s t two y e a r s . ;
The C u m u la tiv e R eco rd Card made t h e f o llo w in g
I
! comm ents from p a s t t e a c h e r s : From h i s t h i r d g r a d e te a c h e r ::
45
" v e ry q u i e t , h a rd w o r k in g , r e l u c t a n t t o p a r t i c i p a t e in
d i s c u s s i o n s and grou p p l a y , hut' w i l l i n g when e n c o u r a g e d ,
d e s i r e s t o e x c e l l , d o e s e x c e l l e n t w o rk , and com es from a
happy h o m e .1 1 H is f o u r t h g r a d e t e a c h e r w r i t e s : " p r e fe r s
a d u lt c o m p a n io n s h ip ,1 1 l a t e r : " j o in in g i n gam es w it h
o t h e r s , n e a t , p ro m p t, c o u r t e o u s , and e n jo y s a jo k e ." H is
f i f t h g r a d e t e a c h e r r e g a r d s him a s c h e e r f u l , w e l l l i k e d ,
sh o w in g more i n t e r e s t i n s p o r t s and p la y w it h o t h e r
c h i ld r e n , c o m p le te s w hat h e s t a r t s , c o u ld do b e t t e r i f he
r e c h e c k e d h i s work* H is s i x t h g ra d e t e a c h e r lo o k s on him
a s awkward h u t t r y i n g i n s p o r t s , i s s h a r in g t h e v ie w p o in t
o f o t h e r h o y s m ore, s t i l l h a s h f u l and h e s i t a n t , s p e l l i n g
i s im p r o v in g , sh ow s a s t r o n g d e s i r e to sh o w m ore s p e c i a l
i n t e r e s t i n a str o n o m y . From h i s s e v e n t h g r a d e t e a c h e r
came t h e comments t h a t R ic h a r d i s t a k in g t h e i n i a t i v e ,
and h i s P h y s ic a l E d u c a tio n h a s im p ro v ed . A l l t h e t e a c h e r s
c o n s u lt e d made a s t h e i r l a s t comment: " th e p a r e n ts a r e
v e r y i n t e r e s t e d ? T hey a r e n o t o n ly i n t e r e s t e d hut a r e
t a k in g an a c t i v e p a r t i n R ic h a r d ^ h ig c h a n g e , p r o v id in g
him w it h a d e s k , hy e n c o u r a g in g him t o t a k e an a c t i v e p a r t
i n t h e e x t r a c u r r i c u la r s p o r t s program , and hy sh o w in g a
d e f i n i t e i n t e r e s t in w hat h e d o e s .
R ic h a r d i s t a l l and h e a v y - s e t , s e n s i t i v e a h o u t h i s
s i z e , c h e e r f u l , and y e t h e s i t a n t t o sm ile * The f o llo w in g
in fo r m a tio n was g iv e n from h i s i n t e r v ie w : He w as h orn i n
46
G le n d a le , C a l i f o r n i a on O cto b er 3 r d , 1 9 4 5 , and i s t h i r t e e n
y e a r s o ld * He i s a t t e n d in g a n e a r b y J u n io r H igh S c h o o l#
i He h a s l i v e d i n t h i s a r e a f o r fo u r y e a r s and s t a r t e d
! !
s c h o o l h e r e i n t h e t h i r d grad e# He a t t e n d e d two s c h o o ls
p r e v i o u s l y . He h a s s e v e r a l f r i e n d s and i s f a i r l y w e l l
i' !
lik e d # B o th o f h i s p a r e n ts h a v e g o n e th r o u g h h ig h s c h o o l# ;
H is m oth er d o e s n o t w o rk . H is f a t h e r i s em p loyed a s a |
s a l e s r e p r e s e n t a t i v e f o r a r e l a t i v e * s t r a i l e r company#
T hey s u b s c r ib e t o a d a i l y n ew sp a p er b u t buy no m a g a zin es I
by s u b s c r ip t io n # A t p r e s e n t he d o e s n o t l i k e S h op , a j
i s e v e n t h g r a d e s u b j e c t , b e c a u s e he f e e l s in a d e q u a te w it h i
| h i s hands# A r ith m e t ic and R e a d in g a r e h i s f a v o r i t e !
’ s u b j e c t s # The 1 9 5 7 S c a tte r g r a m o n A r it h m e t ic , F ig u r e 6 ,
I i n d i c a t e s t h a t h e ra n k s f i f t h i n h i s c l a s s . The 1 9 5 7
S c a tte r g r a m o n R e a d in g i n d i c a t e s t h a t he r a n k s seco n d # H is ;
p a r e n ts e x p e c t him t o go t o c o ll e g e # T hey f e e l h i s g r a d e s
i a r e v e r y im p o r ta n t# H is p a r e n t s do h e lp him w it h s c h o o l 1
w ork w h en ev er t h e y can# R ic h a r d c o u ld o f f e r no c o m p le te '
e x p l a n a t i o why he was now o v e r - a c h i e v i n g , e x c e p t t o s a y
1 t h a t t h e w ork seem ed t o be made m ore i n t e r e s t i n g , t h a t ,
i h e c o u ld o b t a in t h e t e a c h e r ’s h e lp w h en ev er he n e e d e d .i t # j
H is m oth er v o lu n t e e r e d t h e s ta te m e n t t h a t R ic h a r d w as j
a b le t o do b e t t e r s c h o o l work b e c a u s e h e was made t o |
f e e l more e m o t io n a lly s e c u r e i n t h e c la ssr o o m # H e r e , th e n j
m ust b e a p r e r e q u i s i t e fo l e a r n i n g : t h e c h i l d m ust f e e l
1+7
j a sen s© o f s e c u r i t y b e fo r e g r e a t le a r n in g can ta k e p l a c e .
I t m ust b e I n f e r r e d , th e n , t h a t l i k i n g a s u b j e c t
j
j d o es n o t n e c e s s a r i l y mean an o u t s t a n d in g a b i l i t y i n t h a t
I s u b j e c t , as e x e m p lif ie d b y R ic h a r d * s l i k e f o r A r ith m e tic
i
and y e t r a n k in g f i f t h i n h i s c l a s s . R ic h a r d ! s a r e a o f
j g r e a t e s t im provem ent i s i n S p e l l i n g , w here he im p roved by
| s i x y e a r s , s e v e n m onths i n o n ly tw o c h r o n o lo g ic a l y e a r s .
\ O th er m arked im p rovem en ts w ere shown i n th e a r e a s o f
! Language and R e a d in g . I t b e a r s r e p e a t in g t h a t f e e l i n g s o f
! s e c u r i t y a r e n e c e s s a r y b e fo r e le a r n in g ca n f r e e l y p r o c e e d .
| H is s c h o l a s t i c im provem ent i s p o s s i b l y due t o h i s a b i l i t y
j t o f e e l more s o c i a l l y a c c e p t a b le n o t o n ly t o t e a c h e r s ,
i b u t t o b o y s and g i r l s .
I I I . THE UNDER-ACHIEVERS
The T o t a l A ch iev em en t S c a tte r g r a m f o r 1 9 5 5 >
i F ig u r e 1 , i d e n t i f i e s th e u n d e r - a c h ie v e r s as S u sa n ,
! S h a ro n , R u th , M ark, and B i l l . F u r th e r in fo r m a tio n was n o t
a v a i l a b l e on Joh n , L u cy, F r e d , o r James as th e y had moved
t o o t h e r d i s t r i c t s . The u n d e r - a c h ie v e r s on th e 1957 T o ta l
j A ch iev em en t S c a tte r g r a m are S h a ro n , R u th , Mark, and B i l l ,
j F u r th e r i d e n t i f i c a t i o n o f t h e i r d i f f i c u l t i e s w i l l be
p o in t e d o u t b y th e c o m p a r a tiv e s u b j e c t s c a t t e r g r a m s .
S u sa n . The T o ta l A ch iev em en t S c a tte r g r a m f o r 1955#
F ig u r e 1 , i n d i c a t e s t h a t S u san i s a c h ie v in g e i g h t m onths
; 48 I
■ b e lo w e x p e c ta n c y * F ig u r e 2 , t h e 1 9 5 7 T o t a l A ch iev em en t
*
j j
S c a tte r g r a m , p o in t s o u t t h a t S u sa n i s now w o r k in g n o t
I ’ ■
| o n ly a b ove g r a d e l e v e l , b u t c l o s e r t o h e r e x p e c t e d
I ' 'r
a c h ie v e m e n t* T h ese S c a tte r g r a m s show t h a t sh e h a s made an
im provem ent o f t h r e e y e a r s , t h r e e m onths i n o n ly tw o :
I a c t u a l y e a r s . The 1 9 5 5 S u b j e c t S c a tte r g r a m s i n d i c a t e t h a t j
j S u sa n i s an ex trem e u n d e r - a c h ie v e r i n L a n g u a g e, t h r e e y e a r s
I o n e m onth b elo w g ra d e l e v e l , and i n S p e l l i n g , tw o y e a r s , !
f ■ |
I tw o m onths b elo w g r a d e l e v e l . S h e i s a n e a r g r a d e l e v e l j
a c h ie v e r in R e a d in g , F ig u r e 3 , and i n A r it h m e t ic , F ig u r e 5 .
I The 1 9 5 7 S u b je c t S c a tte r g r a m s i n d i c a t e t h a t S u sa n i s a c h i e v -
! in g a b ove g r a d e l e v e l w ork i n a l l s u b j e c t s e x c e p t S p e l l i n g .
I She i s s t i l l w o r k in g on e y e a r , two m onths b e lo w g r a d e
l e v e l i n t h i s s u b j e c t . H er g r e a t e s t im provem ent i s
I show n i n t h e a r e a o f L a n g u a g e, F ig u r e 8* H ere sh e h a s
i show n a n im provem ent o f f i v e y e a r s , fo u r m onths i n o n ly
; tw o c h r o n o lo g ic a l y e a r s . From 1 9 5 5 t o 1 9 5 7 , S u sa n * s m easu re
I o f i n t e l l i g e n c e in c r e a s e d o n ly f i v e p o i n t s , from o n e j
! h u n d red and f i f t e e n t o o n e hu ndred and t w e n ty . H e r e ,
i
| t h e n , i s an ab o v e a v e r a g e i n t e l l i g e n c e s t u d e n t a c h ie v in g i
I a b o v e g ra d e l e v e l b u t s t i l l n o t up t o a b i l i t y . I t i s a
i s t e p i n t h e r i g h t d i r e c t i o n t h a t h a s n o t g o n e / f a r en o u g h , j
The f o l lo w in g com m ents have b e e n made b y h e r p a s t .
t e a c h e r s ; 1 1 sh y and t i m id , s e l f - c o n s c i o u s , g e t s a lo n g j
; v e r y w e l l w it h o t h e r c h i ld r e n and w orks v e r y w e l l M a r e .
r " ~ .... ' ...........'..........' ' .... ".." ‘ "............. 1+ 9
I !
I th e rem arks o f th e k in d e r g a r t e n t e a c h e r . Her f i r s t grad e
> t e a c h e r comments t h a t S u sa n i s b eco m in g q u it e a le a d e r and j
! ' *
j i s r e a d in g i n th e f i r s t g r o u p . She h as a good c o n c e p t o f :
i n u m b ers. She t a k e s an a c t i v e i n t e r e s t i n s c h o o l . Her
i i
i s e c o n d grad e t e a c h e r w r i t e s t h a t S u sa n i s w e l l l i k e d and j
| o f t e n c h o se n b y o t h e r s t o p a r t i c i p a t e i n gam es. She i s j
j v e r y d e p e n d a b le . Her p a r e n ts a re sh o w in g a more m arked j
i n t e r e s t i n h e r p r o g r e s s . S u sa n f s t h i r d g ra d e te a c h e r j
rem arks t h a t sh e now t i r e s e a s i l y , and seem s n e r v o u s , and
i r e s t l e s s , o f t e n g e t s h e lp i n s t e a d o f d o in g h e r own w ork , j
[ d o e s n ' t a lw a y s f o l l o w d i r e c t i o n s c a r e f u l l y , so m etim es l i e s j
j t o g e t o u t o f d i f f i c u l t y , th e n c r i e s i f p r e s s e d f o r th e
|t r u t h , above a v e r a g e i n h e r c l a s s w ork , th o u g h . Her
f o u r t h grad e t e a c h e r comm ents t h a t sh e d i s p l a y s g r e a t
p o t e n t i a l le a d e r s h ip a b i l i t y , i s v ery d e p e n d a b le , o f t e n
i h u r r ie s th r o u g h h e r work and t h e r e f o r e d o es n o t do h e r
b e s t , b e l i e v e s sh e c o u ld do b e t t e r w ork i f s p e e d w ere n o t
i n v o l v e d , a s sh e f e e l s sh e u n d e r sta n d s th e w o rk . S u s a n 's i
f i f t h g r a d e t e a c h e r b e l i e v e s t h a t sh e i s n o t to o w e ll
l i k e d b y o th e r g i r l s , h a s a s u p e r io r a t t i t u d e , a tte m p ts t o
I
[keep up w ith th o s e g i r l s f o r whom t h e work i s e a s i e r and j
i f
( f a i l s by d o in g h u r r ie d and u n tid y w ork . S u s a n 's s i x t h j
gra d e t e a c h e r comments t h a t sh e a p p ea rs t o b e a n e r v o u s , j
a n x io u s , and e a g e r - t o - p l e a s e p e r s o n . She c o n t in u e s t o j
h u r r y h e r w r i t t e n a ss ig n m e n ts b u t h a s good u n d e r s ta n d in g s
j and c o n c e p t s . She h a s a l a c k o f s o c i a l e a s e around o t h e r j
b o y s and g i r l s . S u san seem s t o l i k e and do h e r b e s t work !
i ' >
i n S o c i a l S t u d ie s and A r it h m e t ic . S u sa n h a s had many o u t - s
i
s i d e i n t e r e s t s i n m u s ic , n a m ely : ch u rch c h o i r , d a n c in g
: t
and p la y in g th e c l a r i n e t , w h ich sh e h as c o n tin u e d t o p la y j
I f o r s e v e r a l y e a r s . j
S u sa n i s a t a l l and s le n d e r g i r l , la r g e f o r h e r j
a g e . In 195 5 sh e seem ed r a t h e r im p u ls iv e and q u ic k t o (
answ er w ith o u t t h in k in g ; in 1957 sh e a p p ea r s as a m a tu r e , .
w e l l p o is e d i n d i v i d u a l . She i s now v e r y i n t e n t on |
! im p r o v in g h e r s e l f n o t o n ly s c h o l a s t i c a l l y b u t p e r s o n a l l y . |
; She a p p ea red to be n o t c o m p le te ly s a t i s f i e d w it h s c h o o l j
w h ile i n th e f i f t h and e a r l y p a r t o f th e s i x t h g r a d e . She ;
had a p e r s o n a l i t y c o n f l i c t w it h h e r f i f t h gra d e t e a c h e r (
and f e l t t h a t t h a t s lo w e d h e r r a t e o f l e a r n i n g . A t j
p r e s e n t sh e i s more c o n t e n t w it h h e r s e l f and th e p e o p le
I around h e r . Her p e r s o n a l i t y and a t t i t u d e a r e now more
, a c c e p t a b le t o b o y s and g i r l s and sh e i s l e s s in d e p e n d e n t |
th a n sh e w a s. J
The f o r e g o in g in fo r m a tio n was v o lu n t e e r e d a t !
[S u sa n ’ s in t e r v ie w : She was b o r n i n H o lly w o o d , C a l i f o r n ia
i n June o f 19*4-5• A f t e r th r e e y e a r s , sh e moved t o G le n d a le , (
C a l i f o r n i a . Her l a s t move was t o h e r p r e s e n t hom e. She
h a s a tte n d e d th e same s c h o o l a l l th r o u g h h e r s c h o o l c a r e e r .
Her m o th er and f a t h e r h a v e f i n i s h e d h ig h s c h o o l and t h e y 1
51
e x p e c t S u sa n to* f i n i s h c o l l e g e . H er f a t h e r i s forem an o f
an E d iso n w o r k in g c r e w . M other h a s o n ly w orked on e y e a r ,
i w hen S u sa n w as s i x y e a r s o l d . S u sa n h a s a few c l o s e
f r ie n d s r a t h e r th a n many a c q u a in t a n c e s . Sh e e n jo y s
m y ste r y s t o r i e s t h e m o st. S h e s u b s c r ib e s t o C a llin g a l l
! G ir ls and A m erican G ir l m a g a z in e s . S h e a l s o l i k e s s t o r i e s
j a b o u t p e o p le i n o t h e r c o u n t r i e s . H er f a v o r i t e s u b j e c t s
| a r e A r it h m e t ic , S p e l l i n g , and S o c i a l S t u d i e s . L an guage i s
I h e r m ost d i s l i k e d s u b j e c t . T h is d i s l i k e i s d is p la y e d i n
t h e 1 9 5 5 S c a tte r g r a m , F ig u r e 7 and i n t h e 1 9 5 7 S c a tte r g r a m
! F ig u r e 8 . S h e rem em bers t h a t t h e c h i ld r e n la u g h e d a t h e r
f i n a L anguage l e s s o n i n t h e f o u r t h g r a d e . T h is i s a c o n -
I t r i b u t i n g c a u s e o f h e r d i d l i k e and low a c h ie v e m e n t i n
L an gu age i n 1955* 1 9 5 7 L an gu age S c a tte r g r a m i n d i c a t e s
t h a t S u sa n i s w o rk in g up t o g r a d e l e v e l . She a t t r i b u t e s
t h i s Im provem ent t o more i n t e r e s t o n h e r p a r t and a d e s i r e
t o p a r ta k e i n t h e L anguage l e s s o n . She now w a n ts t o be a
i t e a c h e r b e c a u s e sh e l i k e s t h e r o l e o f t h e t e a c h e r . H er
t e a c h e r h a s g iv e n h e r and o t h e r c h ild r e n an o p p o r t u n it y
I t o a c t o u t t h e p a r t o f t e a c h e r i n t h e c la s s r o o m . Her
g r e a t e s t d i f f i c u l t y a t. home i s a f i v e - y e a r - o l d b r o th e r
who t e a s e s and a r g u e s w ith h e r . Her p a r e n t s h e lp h e r
w it h h e r homework w h en ev er i t i s n e e d e d . The p a r e n t s 1
m eth od o f d i s c i p l i n i n g S u sa n , i s a l o s s o f p r i v i l e g e s .
I H er p a r n e ts h a v e h ig h h o p es f o r h e r and sh e d o e s n o t w an t
! 5 2
i
d is a p p o in t them . S u sa n c o u ld o f f e r no p a r t i c u l a r r e a s o n
f
f o r h e r g r e a t change i n a c h ie v e m e n t. I t w o u ld ap p ea r t h a t
!
I S u san h a s d e c id e d t h a t n o t o n ly g r a d e s are more im p o r ta n t,
|b u t s in c e o th e r s w it h a b i l i t y w ere a c h ie v in g more sh e
is h o u ld a ls o t r y h a r d e r . P erh ap s S u san more f u l l y r e a l i z e d
j t h a t sh e had th e a b i l i t y t o a c h ie v e m ore.
i
j S h a ro n . S h aron i s r a t e d as an u n d e r -a c h ie v e r
b e c a u s e o f h e r h ig h i n t e l l i g e n c e r a t i n g : i n 1 955 one
i
h u n d red and t h i r t y - t w o and i n 1957 one h u n d red and f o r t y -
f o u r . T h is i s an im provem ent o f tw e lv e p o i n t s . On th e
s
T o t a l A ch iev em en t S c a tte r g r a m f o r 1 9 5 59 F ig u r e 1 , S h aron
i s a c h ie v in g fo u r m onth s above gra d e l e v e l as com pared t o
! *
a c h ie v in g one y e a r , f i v e m onths above grad e l e v e l i n
s
1 9 5 7 1s T o t a l A ch iev em en t S c a tte r g r a m in F ig u r e 2. N ot
o n ly i s h e r m easu red i n t e l l i g e n c e im p r o v in g b u t h e r
a c h ie v e m e n t i s d i s p l a y i n g p r o g r e s s . She r a n k s t h i r d i n th e
c l a s s i n 1 9 5 5 and i n 1 9 5 7 on th e T o t a l A ch iev em en t
S c a tt e r g r a m s . In 1 9 5 5 h e r e x p e c te d a c h ie v e m e n t s h o u ld be
i n th e a r e a o f th e e ig h t h g r a d e . In 1957 h e r e x p e c t e d
a c h ie v e m e n t s h o u ld be i n th e v i c i n i t y o f th e e le v e n t h
g r a d e . I t i s a s d i f f i c u l t f o r th e h ig h ly i n t e l l i g e n t
s t u d e n t t o a t t a i n t h e i r e x p e c t e d a c h ie v e m e n t as i t I s f o r
th e b e lo w a v e r a g e i n t e l l i g e n c e s t u d e n t t o a c h ie v e up to
g ra d e l e v e l . S h a r o n 1s h i g h e s t a c h ie v e m e n t i s i n th e
s u b j e c t o f R e a d in g . She show s ex trem e u n d e r -a c h ie v e m e n t
In L an gu age, and i s a b o r d e r li n e , grad e l e v e l a c h ie v e r i n r
I A r ith m e tic and S p e l l i n g on th e 1 9 5 5 s c a t t e r g r a m s . By 1957 !
j S h aron i s w o rk in g above grad e l e v e l i n a l l s u b j e c t s .
i t e s t e d . R ea d in g i s s t i l l h e r g r e a t e s t a c h ie v e m e n t i n ;
1 i
! w h ic h sh e i s w o rk in g two y e a r s , tw o m onths above g ra d e 1
; l e v e l as com pared t o 1 9 5 5 *s s c o r e o f a cco m p lish m en t one j
j y e a r above grad e l e v e l . E ven h e r lo w e s t s u b j e c t a c h ie v e - j
I J
| m ent i n 1955* L an gu ag e, h a s im p roved to th e p o s i t i o n o f j
1 a c h ie v in g two m onths ab ove gra d e l e r e l as com pared t o an j
a c h ie v e m e n t o f tw o y e a r s b e lo w grad e l e v e l in 1955* Her j
i a c h ie v e m e n ts a r e now more com m ensurate w it h h e r a b i l i t y ; j
; h o w e v e r , sh e i s n o t a c h ie v in g up t o h e r e x p e c te d a b i l i t y , j
1 Her t e a c h e r s have made th e f o l lo w in g rem a rk s: ;
; $‘ rom h e r k in d e r g a r t e n t e a c h e r : “w e l l a d j u s t e d c h i l d , sh y j
b u t j o i n s i n grou p c o n v e r s a t io n and a c t i v i t i e s , e n j o y s j
work and r e s p o n s i b i l i t y , t r i e s v e r y h a rd t o p l e a s e , and s
! i s w e l l l i k e d b y a d u lt s and o t h e r c h i l d r e n . ” Her f i r s t !
! g ra d e t e a c h e r comments t h a t sh e i s one o f th e l e a d e r s ; sh e |
w orks v e r y w e l l , and s t r i v e s f o r p e r f e c t i o n , p la y s w e l l , |
h as e x p e r ie n c e d a ch an ged r e l a t i o n s h i p w ith h e r s i s t e r who 1
now h a s t e e n - a g e i n t e r e s t s . S h a r o n ’ s se c o n d grad e t e a c h e r 1
: comments t h a t sh e i s q u i e t , r e s e r v e d , b u t h a p p y . She j
f u r t h e r s t a t e s t h a t S h a ro n i s n e a t , a c h ie v e s p e r f e c t j
p a p e r s , c o m p le te s w hat sh e s t a r t s , and h as many f r i e n d s . .
! Her t h i r d gra d e t e a c h e r rem arks t h a t sh e i s w e l l -
; c o o r d in a t e d , a c t i v e , and a l e r t . Sh e i s c a lm , w e l l c o n -
1 t r o l l e d , k in d and s y m p a t h e tic , a good s t u d e n t , a h a r d \
1 ' 1
j w o r k e r , b u t a l i t t l e s lo w . H er f o u r t h g r a d e t e a c h e r
| s t a t e s t h a t S h a ro n i s v e r y d i l i g e n t and t r i e s h ard fo r
p e r f e c t i o n . Sh e p la y s f a i r and when o t h e r s do n o t , sh e
. \
\ becom es u p s e t . She s e e s h e l p f u l t h i n g s t o t o w h ich I
! 1 j
j o t h e r s do n o t s e e . H er f i f t h r g r a d e t e a c h e r th o u g h t sh e j
j _ I
i w as an o u t s t a n d in g s tu d e n t and a g a in t h e comment M w e l l j
a d ju s te d ? H er s i x t h g ra d e t e a c h e r b e l i e v e s h e r t o b e a |
j I
g o o d , b u t p lo d d in g , s t u d e n t . He s t a t e s t h a t s h e i s j
b eco m in g m ore o f a l e a d e r and b e g in n in g t o make s e r i o u s j
d e c i s i o n s f o r h e r s e l f . H er s e v e n t h g r a d e t e a c h e r rem arks !
t h a t sh e h a s im p ro v ed i n h e r c o n c e p t o f num bers and i s now
d o in g more in d e p e n d e n t t h i n k i n g . The p a r e n t s h ave b e e n
v e r y c o n c e r n e d and i n t e r e s t e d i n t h e i r c h i ld r e n . T h ese
t e a c h e r s 1 com m ents i n d i c a t e t h a t S h a ro n h a s b e e n w e l l
l i k e c and ju d g ed b y h e r t e a c h e r s . H er w e l l l i k e d p e r s o n -
! a l i t y d i s p l a y s i t s e l f a l l t h e way th r o u g h h e r s c h o o l j
h i s t o r y . H er f e e l i n g s o f e m o tio n a l s e c u r i t y make h e r |
l h ig h a c h ie v e m e n t p o s s i b l e . We a r e l e d t o b e l i e v e t h a t j
n on e o f h e r e le m e n ta r y t e a c h e r s e i t h e r d id n o t r e a l i z e t h e
. I
i I
c a p a b i l i t i e s p f t h i s c h i l d , o r w ere u n a b le t o o f f e r c h a l - ,
I
l e n g in g m a t e r ia l t o s t i m u l a t e h e r f u r t h e r a c h ie v e m e n ts .
S h a ro n g a v e t h e f o llo w in g in f o r m a tio n a b o u t h e r s e l f
i n t h e p e r s o n a l in t e r v i e w : She w as b o rn i n L os A n g e le s i n
D ecem ber o f 19U-5* She h a s s p e n t a l l o f h e r s c h o o l l i f e i n
j one s c h o o l . H er m oth er f i n i s h e d h ig h s c h o o l and h e r
' f a t h e r c o n tin u e d s c h o o l u n t i l th e t w e l f t h g r a d e . Her
f a t h e r h a s a p o s i t i o n as an E quipm ent S e r v ic e S u p e r v is o r
f o r a l o c a l W ater and Power Company. Her m oth er h a s n e v e r
w orked c o m m e r c ia lly . S h aron h a s many f r i e n d s , b o th b o y s
j and g i r l s , y e t sh e h as n e v e r succum bed t o th e " c liq u e ”
| g r o u p , b u t h a s k e p t th e aven u e o p en t o new f r i e n d s h i p s .
I She i s fo n d o f m y ste r y s t o r i e s and h a s r e a d many o f th e
j"H aney Drew” s e r i e s . Her f a v o r i t e s c h o o l s u b j e c t s a re
' Home M aking, R ea d in g ( e s p e c i a l l y th e " r e a d in g l a b o r a t o r y ”
\
]b o o k l e t s ) , and S p e l l i n g . She now l i k e s L an gu age, b u t
I f in d s i t d i f f i c u l t t o u n d e r s ta n d . Her p a r e n ts e x p e c t and
w ant h e r t o go t o c o l l e g e . Her s i s t e r s a r e o f a w id e
ra n g e o f a g e s — th r e e and s e v e n t e e n . She r e a l i z e s t h a t h e r
m o th er and f a t h e r a re proud o f h e r and sh e th in k s t h a t
when sh e d o e s so m e th in g w rong sh e d is a p p o in t s them . She
i
i i s w ith h e r f a m ily o f t e n on w eek -en d and summer t r i p s .
Her r e l a t i o n s h i p w it h h e r m o th e r , f a t h e r and y o u n g e s t
| s i s t e r i s v e r y warm and u n d e r s ta n d in g . She i s s lo w ly
^becom ing a d j u s t e d t o th e g r e a t e r am ount o f a t t e n t i o n g iv e n
th e o ld e r s i s t e r . She i s b eco m in g a t e e n - a g e r h e r s e l f and
b e g in n in g t o 'u n d erstan d t h e i r p ro b lem s m ore. Sharon h a s
d e v e lo p e d a g ro w in g h e a l t h y a t t i t u d e tow ard s c h o o l and h e r
f a m i ly .
; 56
In c o n c lu s i o n , i t m u st be p o in t e d o u t t h a t S h aron
| i s a h i g h ly i n t e l l i g e n t p e r s o n a c h ie v in g ab ove g ra d e l e v e l
I b u t b e lo w h e r p o t e n t i a l a c h ie v e m e n t. Her g r e a t e s t
im provem ent h a s b e e n i n L an gu age. The o t h e r s u b j e c t a r e a s
1 h ave im p roved f u r t h e r b eyon d grad e l e v e l and s h e i s
J a p p r o a c h in g h e r e x p e c t e d a c h ie v e m e n t l e v e l . Some o f th e
| c a u s e s o f t h i s g r e a t e r a c h ie v e m e n t a r e an in c r e a s e d m o t i-
; v a t i o n due t o an in c r e a s e d c o m p e t it io n w it h th e o ld e r
■ s i s t e r . She a p p e a r s t o h ave no e m o tio n a l t e n s i o n s b u t i s
p o is e d and a t e a s e w it h c h ild r e n and a d u l t s . Her a r t i c u
l a t e la n g u a g e d i s p l a y s h e r m a ste r y o f th e b a s i c s u b j e c t s .
Sharon i s v e r y you n g f o r t h i s c l a s s , w h ic h may a c c o u n t f o r
h e r h ig h i n t e l l i g e n c e m ea su rem en t.
R u th . On th e 1 9 5 5 T o ta l A ch iev em en t S c a tte r g r a m ,
Ruth had an i n t e l l i g e n c e q u o t ie n t o f n i n e t y - n i n e and an
a v e ra g e a c h ie v e m e n t s c o r e o f 3*5* She was w o rk in g one
I y e a r , s e v e n m onths b e lo w h e r g r a d e l e v e l . She was ra n k ed
a s f i f t h from th e l o w e s t i n h e r c l a s s . Two y e a r s l a t e r on
th e T o ta l A c h ie v em en t S c a tte r g r a m f o r 1957> sh e h a s an
i n t e l l i g e n c e q u o t ie n t o f one h u n d red and t h i r t e e n and an
'a v e r a g e a c h ie v e m e n t s c o r e o f 6 . 14-. She i s now w o r k in g o n ly
e i g h t m onths b e lo w h e r g r a d e l e v e l . She s t i l l ra n k s f i f t h
from t h e l o w e s t i n h e r c l a s s , b u t h e r s c o r e i s t o b e
fo u n d in th e u p p er l e f t , u n d e r -a c h ie v e m e n t q u a d r a n t. She
i s now c l e a r l y i d e n t i f i e d as an u n d e r - a c h ie v e r b e c a u s e h e r
I a c h ie v e m e n t r a t e h a s n o t k e p t p a ce w it h th e r i s e o f h e r
i i n t e l l i g e n c e m ea su rem en t. On th e R e a d in g A ch iev em en t
|
j S c a tte r g r a m f o r 1955* F ig u r e 3* R uth r a n k s among th e
I v e r y lo w e s t i n th e c l a s s and i s a c h ie v in g two y e a r s , fo u r
; m onths b e lo w h e r gra d e l e v e l . By 1957* h e r r e a d in g
! a c h ie v e m e n t h a s im p roved t o th e p o in t w here sh e i s w o r k in g
j n in e m onths b e lo w g r a d e l e v e l . T h is i s an im provem ent o f
I t h r e e y e a r s , f i v e m onths i n two c h r o n o lo g ic a l y e a r s .
i
| F ig u r e s 5 and 6 i n d i c a t e t h a t R uth i s a c h ie v in g c l o s e t o
; gra d e l e v e l work i n A r it h m e t ic . The Language A ch iev em en t
I S c a tte r g r a m f o r 1 955 show s t h a t R uth i s w o rk in g two y e a r s ,
; s e v e n m onths b e lo w grad e l e v e l ; w h ile i n 1957* F ig u r e 8 ,
! sh e was a c h ie v in g o n ly s e v e n m onths b e lo w grade l e v e l .
T h is i s an im provem ent o f fo u r y e a r s i n tw o a c t u a l y e a r s .
L i t t l e im provem ent h a s b e e n show n i n S p e l l i n g . R u th ! s
a c h ie v e m e n t l e v e l i n F ig u r e 9 i n d i c a t e s t h a t sh e was w ork
in g a t fo u r y e a r s , s i x m onths i n 195 5 and F ig u r e 1 0 show s
; t h a t sh e p r o g r e s s e d from t h e r e to f i v e y e a r s , f o u r m onths
- i n 1957* T h is i n d i c a t e s an im provem ent o f o n ly e i g h t
!m onths i n two c h r o n o lo g ic a l y e a r s . R uth h as sh ow n h e r
g r e a t e s t im p rovem en t i n th e s u b j e c t o f L anguage and l e a s t
im provem ent i n S p e l l i n g .
The C u m u la tiv e R ecord C ards g a v e th e f o l l o w i n g
in fo r m a tio n : ttA q u i e t l i t t l e g i r l who t a k e s g r e a t p r id e
i n h e r a p p e a r a n c e ; sh e seem s w e l l - l i k e d b u t p la y s b e s t
58
j w it h on© o r tw o; t r i e s t o do a good job i n c l a s s ; seem s
; hap py and w e l l c o n t e n t ; m oth er w orks o u t s id e o f th e hom e. w
| T h ese are th e comments o f th e f o u r t h grad e t e a c h e r . Her
| f i f t h grad e te a c h e r rem arks t h a t R uth i s v e r y q u i e t , seem s
j t o h ave o n ly one f r i e n d a t a tim e ; ap p ears to be hap p y and
I w e l l a d j u s t e d . Her s i x t h gra d e te a c h e r com m ents t h a t she
I f a i l s t o u n d e r sta n d w h at sh e r e a d s . T h is i s b o rn e o u t by
th e a c h ie v e m e n t t e s t r e s u l t s w here sh e s c o r e d tw o y e a r s ,
e i g h t m onths on h e r t o t a l R ead in g A ch iev em en t S c a tte r g r a m
; i n F ig u r e 3 . Her i n a b i l i t i e s sh e la u g h s o f f and n o th in g
: seem s t o d au n t h e r s p i r i t . A v e r y c h e e r f u l , l i g h t -
h e a r te d g i r l . E ager t o p l e a s e ; h e l p f u l , and w e l l l i k e d .
I S c h o l a s t i c a l l y , sh e i s i n th e s lo w e r , m id d le group* She
h a s h e r g r e a t e s t d i f f i c u l t y i n R ea d in g and L a n g u a g e.
R uth i s a s m a l l , sh y g i r l , w it h a j o l l y , c h e e r f u l
p e r s o n a l i t y . She h a s a v e r y n e a t a p p e a r a n c e . She v o lu n -
j t e e r e d th e f o l lo w in g p e r s o n a l i n f o m a t i o n : She w as b o r n
i n V a n co u v er, B r i t i s h C olum bia i n 19lj-5* She m oved to t h i s
c o u n tr y when sh e was th r e e y e a r s o l d . F or f i v e y e a r s
t h e i r f a m ily l i v e d w ith h e r g r a n d p a r e n ts . She th e n moved
t o h e r p r e s e n t s c h o o l,, w here sh e h a s rem a in e d . She h a s
one o l d e r b r o t h e r , s i x t e e n , and a bab y b r o t h e r , o n e . Her
m oth er h a s f i n i s h e d h ig h s c h o o l and one y e a r o f c o l l e g e .
Her f a t h e r g r a d u a te d from h ig h s c h o o l . He i s em p loyed a s
a c a r p e n t e r . They s u b s c r ib e t o a d a i l y p a p er and tw o
p o p u la r m a g a z in e s . Her f a v o r i t e s u b j e c t s are S p e l l i n g and
( S o c ia l S t u d i e s . Her m ost d i s l i k e d s u b j e c t i s R e a d in g . She
j f e e l s t h a t h e r p r e s e n t t e a c h e r g o e s v e r y th o r o u g h ly i n t o j
S p e l l i n g . She b e l i e v e s sh e h a s fo u n d more s u c c e s s in i t . (
1 . i
,T h is f a c t i s n o t b o rn e o u t i n th e S p e l l i n g S c a tte r g r a m s .
i I
In 1 9 5 5 sh e was a c h ie v in g s i x m onths b e lo w gra d e l e v e l ; i n j
s
1957 sh e i s a c h ie v in g one y e a r , e i g h t m onths b e lo w g ra d e j
l e v e l . T h is i s an im provem ent o f o n ly e i g h t m onths i n two j
\ ■ i
\
c h r o n o lo g ic a l y e a r s . T h is A ch iev em en t T e s t was ta k e n a t i
th e b e g in n in g o f th e y e a r and th e in c r e a s e d i n t e r e s t and 1
; i
im provem ent t h a t sh e r e f e r s t o may h ave ta k e n p la c e l a t e r j
in th e y e a r when sh e was i n t e r v ie w e d . Her p a r e n ts e x p e c t
h e r t o go t o c o l l e g e . She h a s th e a m b itio n o f b eco m in g a
(S e c r e ta r y o r a n u r s e . She f e e l s t h a t sh e w ou ld a t l e a s t
|
l i k e t o c o m p le te tw o y e a r s o f J u n io r C o lle g e . She h a s j
r e c e i v e d l i t t l e o r no h e lp from h e r o ld e r b r o th e r or
e i t h e r p a r e n t i n s c h o o l w ork . Her p o o r t o a v e r a g e g r a d e s i
I
do n o t b o t h e r h e r . Her c h u r c h a tte n d a n c e i s r e g u la r and j
f a i t h f u l . She now h a s s e v e r a l c l o s e f r i e n d s a t one tim e . j
R uth d o e s e n jo y s c h o o l a lth o u g h r a t e d p o o r ly i n s u b j e c t s . j
The c o n c lu d in g rem arks a b o u t R uth s h o u ld p o in t o u t
i ■
t h a t h e r g r e a t e s t d i f f i c u l t y l i e s in t a k in g h e r s u b j e c t j
a c h ie v e m e n t more s e r i o u s l y . Her j o v i a l i t y i s l a r g e l y th e
r e s u l t o f a h a b i t r e s p o n s e and i s h e r m ethod o f b r u s h in g j
o v e r a n y th in g sh e deem s to o u n p le a s a n t t o a c c e p t . She h a s
i im p roved h e r i n t e l l i g e n c e m easure b y f o u r t e e n p o in t s and j
! |
i
jh e r a v e ra g e a c h ie v e m e n t s c o r e from t h r e e y e a r s , f i v e |
j m onths t o s i x y e a r s , f o u r m o n th s. T h is i s an im provem ent (
| o f tw o y e a r s , n in e m onths i n tw o c h r o n o lo g ic a l y e a r s ; §
t
h o w e v e r , t h i s i s s t i l l one y e a r , n in e m onths b e lo w h e r j
j e x p e c t e d a c h ie v e m e n t. R u th h as d e f i n i t e l y shown im p r o v e - j
j m ent b u t n o t com m ensurate w ith h e r i n t e l l i g e n c e m e a su r e - |
me n t . Her g r e a t e s t im provem ent was d e m o n s tr a te d i n |
L an gu age— an in c r e a s e o f fo u r y e a r s i n tw o y e a r s . S p e l l - j
| in g h a s shown th e l e a s t im p rovem en t, w ith an im provem ent |
o f o n ly e i g h t m onths i n tw o y e a r s . R u th h a s g r e a t l y j
i in c r e a s e d h e r p o t e n t i a l a b i l i t y and m ust w ork h a r d e r t o I
I a c h ie v e m ore. A l a c k o f i n t e r e s t , h e l p , and c o n c e r n a t
ihome h ave p la y e d t h e i r p a r t i n R u th *s u n d e r -a c h ie v e m e n t.
M ark. On th e T o ta l A ch iev em en t S c a tte r g r a m f o r
11 9 5 5$ Mark had an i n t e l l i g e n c e q u o t ie n t o f n in e t y - o n e and |
Ian a v e r a g e a c h ie v e m e n t s c o r e o f th r e e y e a r s , f i v e m onths
w h ile i n th e f i f t h grad e* He was wo i k i n g one y e a r , s e v e n
m onths b e lo w grad e l e v e l . On th e T o t a l A ch iev em en t !
; 1
S c a tte r g r a m f o r 1957* Mark had an i n t e l l i g e n c e q u o t i e n t o f
|o n e hund red and tw o , and an a v e r a g e a c h ie v e m e n t s c o r e o f j
i
f i v e y e a r s and s e v e n m onths w h ile i n th e s e v e n t h g r a d e . j
At t h a t tim e h e was w o r k in g one y e a r , f iv e m onths b e lo w
: !
g ra d e l e v e l , b u t b e c a u se o f h i s in c r e a s e d i n t e l l i g e n c e
s c o r e he i s c l e a r l y m arked as an u n d e r - a c h ie v e r i n th e I
u p p er l e f t q u a d r a n t. H is i n t e l l i g e n c e s c o r e h a s in c r e a s e d
; e l e v e n p o i n t s , w h ile h i s a c h ie v e m e n t s c o r e h a s o n ly
| i n c r e a s e d two m o n th s. O b v io u s ly , M ark! s a c h ie v e m e n t h a s
; n o t k e p t p a ce w it h h i s in c r e a s e d i n t e l l i g e n c e s c o r e . On
! th e R e a d in g A ch iev em en t S c a tte r g r a m f o r 1955* F ig u r e 3 ,
; Mark i s a c h ie v in g one y e a r , f o u r m onths b e lo w grad e l e v e l .
; F ig u r e I 4. i n d i c a t e s t h a t he i s a c h ie v in g e i g h t m onths b e lo w
gra d e l e v e l . The A r ith m e tic A ch iev em en t S c a tte r g r a m ,
F ig u r e St i n d i c a t e s t h a t Mark i s a c h ie v in g one y e a r , s i x
m onths b e lo w g ra d e l e v e l . F ig u r e 6 p o in t s o u t t h a t he i s
w o rk in g one y e a r , f o u r m onths b e lo w g r a d e l e v e l . The
(L anguage A ch iev em en t S c a tte r g r a m f o r 1955* F ig u r e 7*
I show s Mark more c l o s e l y i n l i n e w it h th e a c h ie v e m e n t o f
io t h e r s b u t tw o y e a r s , s e v e n m onths b e lo w grad e l e v e l .
F ig u r e 8 p la c e s Mark now tw o y e a r s , e i g h t m onths b e lo w
g ra d e l e v e l . He h a s im p roved one y e a r , n in e m onths b u t
i s s t i l l l a g g in g b e h in d . The S p e l l i n g A ch iev em en t
S c a tte r g r a m f o r 1955* F ig u r e 9* p l a c e s Mark one y e a r , one
m onth b e lo w grad e l e v e l a c h ie v e m e n t. In t h i s s u b j e c t he
i s v e r y much i n l i n e w it h h i s a b i l i t i e s . F ig u r e 10 i n d i
c a t e s t h a t Mark i s w o r k in g one y e a r , eigh t m onths b e lo w
h i s g ra d e l e v e l . He h a s shown th e g r e a t e s t im p rovem en t i n
R e a d in g ; an in c r e a s e o f tw o y e a r s and s e v e n m o n th s. H is
s l o w e s t d e v e lo p m en t i s i n th e a r e a o f S p e l l i n g ; an im p r o v e
m ent o f o n ly one y e a r , th r e e m o n th s.
The C u m u la tiv e R e co r d s g a v e t h e f o l lo w in g in f o r m a - '
t i o n ab ou t Mark: H is k in d e r g a r t e n t e a c h e r comm ents t h a t j
i h e i s q u i e t , s h y , e a s i l y e m b a r r a sse d , and o v e r ly s e n s i t i v e ;
t o t e a s i n g ; d o e s n o t show much i n t e r e s t i n s c h o o l a c t i v i - j
t i e s and u s u a l l y r e f u s e s t o j o i n i n g ro u p g a m e s ; o r j
! r h y th m s. He i s so m etim es a g g r e s s i v e when w o r k in g o r j
| p la y in g w it h o t h e r s , b u t w i l l n e v e r e x p l a i n w hy. He j
; d o e s n o t c a u s e t r o u b l e , b u t n e e d s e x t r a h e l p . H is f i r s t
i i
j g r a d e t e a c h e r adds t h a t i t i s d i f f i c u l t f o r him t o e n t e r
; in t o a g ro u p c o n v e r s a t io n . He t r i e s v e r y h a rd f o r good
i ]
i g r a d e s and l i k e s t o b e co m p lim en ted on h i s e f f o r t s . H is
I i
I s e c o n d g r a d e t e a c h e r comm ents t h a t he i s i n t e r e s t e d i n
a r t . The rem ark s c o n tin u e t h a t h e d o e s n o t j o i n i n th e
j group a t p la y b u t s ta n d s on t h e s i d e and w a t c h e s . He
seld o m show s h i s r e a l f e e l i n g s . He n e e d s t o be a p a r t o f *
t h e grou p m ore. The t h i r d g r a d e t e a c h e r comments t h a t h e
i i s s t i l l s h y b u t w i l l p a r t i c i p a t e i n g a m es. He i s a good i
a t h l e t e . He n e e d s p r a i s e and r e s p o n s i b i l i t y a s in c e n t iv e s !
i t o w ork h a r d e r . S eldom d o e s he ta k e p a r t i n c o n v e r s a t io n s I
H is f o u r t h g rd e te a c h e r r e m a r k s t h a t Mark i s ws t i l l v e r y j
, q u i e t , b u t seem s t o w ork and p la y w it h o t h e r c h ild r e n I
b e t t e r th a n e a r l i e r i n th e y e a r .1 1 H is w ork show s a n ic e j
im provem ent and t h e s a t i s f a c t i o n from a c h ie v in g s u c c e s s j
a p p a r e n tly m akes him w ork h a r d e r . H is f i f t h g r a d e ■
t e a c h e r b e l i e v e s him t o be q u i e t , y e t c h e e r f u l . He i s a ;
I d e f i n i t e f o l l o w e r . H is f i f t h g ra d e t e a c h e r comments t h a t I
! he h a s a '’l a c k a d a i s i c a l 1 1 a t t i t u d e . He i s b a s h f u l s o c i a l l y . ;
, He i s s u r p r i s i n g l y good i n a r t ; he p r o d u c e s r a t h e r s lo p p y
w r i t t e n p a p e r s . He h as becom e a v e r y d e f i n i t e f o l l o w e r ,
jHe n e e d s t o be p rod d ed t o p r o d u c e . H is s c h o l a s t i c p r o - :
. i
I g r e s s h a s b e e n r a t h e r s lo w . H is s e v e n t h grad e t e a c h e r
j rem arks t h a t T f la e k s c o n c e n t r a t io n and d o e s n o t p u t f o r t h j
j th e e f f o r t t h a t i s r e q u ir e d o f h im .” He i s now t a k in g j
; h i s w ork more s e r i o u s l y , a lth o u g h some t h in g s a re s t i l l j
q u it e d i f f i c u l t f o r h im . j
Mark i s a v e r y la n k y , awkward b o y . He h as a b a s h - j
f u l , s h y , r e t i r i n g n a t u r e . He p r e s e n t s a r a t h e r c o u n t r y - \
boy a p p e a r a n c e . H is p e r s o n a l in t e r v i e w r e n d e r e d th e
f o l lo w in g in fo r m a tio n s He was b o r n i n Pomona, C a l i f o r n i a j
i n 1 9 l|5 . He was f i d g e t y , e v e n u n c e r t a in o f h i s b i r t h d a t e . j
v
He m oved t o t h i s a r e a when he was one y e a r o l d . He h a s
j a t t e n d e d th e same s c h o o l a l l th r o u g h h i s s c h o o l c a r e e r ,
jHe h a s an o ld e r s i s t e r , f i f t e e n , a y o u n g er s i s t e r , n i n e , !
and a s l i g h t l y y o u n g e r b r o t h e r w it h whom h e h a s m o st o f j
h i s c o n f l i c t s . H is m oth er g r a d u a te d from h ig h s c h o o l and ;
h i s f a t h e r c o m p le te d t h r e e y e a r s o f c o l l e g e . H is f a t h e r
i s an i n s p e c t o r a t L ock h eed A i r c r a f t . The f a t h e r * s m ain
i n t e r e s t i s f l y i n g and he h a s p a r t i c i p a t e d i n s e v e r a l >
g l i d e r m e e t s . T h is hob by in v o l v e s th e w h ole f a m ily and !
e s p e c i a l l y th e s o n s , who work on th e g l i d e r s and ta k e c a r e
64
j o f th em . The b r o t h e r s h a v e p r o d u ce d s e v e r a l n o v e l m o d els
o f a i r p la n e s and g l i d e r s . T hey t a k e a g r e a t i n t e r e s t in
i
j a n y th in g t h a t p e r t a i n s t o f l y i n g . T hey buy tw o d a i l y
l p a p e r s b u t none b y s u b s c r i p t i o n . Mark b e l i e v e s t h a t
: S p e l l i n g i s t h e s u b j e c t h e l i k e s m o s t. He d o e s n o t l i k e
| S o c i a l S t u d ie s and A r it h m e t ic . He f e e l s t h a t L an guage i s
\ v e r y d i f f i c u l t , to o * He a d m it t e d ly i s v e r y good a t h a n d i
c r a f t s . He w o u ld l i k e t o a t l e a s t 1 1 g e t in t o c o l l e g e ” .
H is a m b itio n i s t o w ork on a i r p la n e s in so m e c a p a c it y . He
f e e l s t h a t h i s p a r e n t s M hound” him a b o u t g e t t i n g good
g r a d e s . H is p a r e n t s do h e lp him w ith h i s hom ework. He
| c o n t i n u a l l y sh r u g s h i s s h o u ld e r s , a s i f t o s a y , f,I d o n 't
! know” . H is f a v o r i t e s t o r i e s a r e t h o s e ab ou t s p a c e , s a t e l -
; l i t e s , and m i s s i e s . The s c h o o l l i b r a r y i s h i s o n ly
s o u r c e o f r e a d in g m a t e r i a l. H is f a m ily camps t o g e t h e r
: and t h e y f l y t h e i r g l i d e r t o g e t h e r . H is f a t h e r h a s a
I p a d d le w h ic h h e u s e s t o m a in ta in d i s c i p l i n e a t home o c c a -
s i o n a l l y . He s t a t e s t h a t h i s f a t h e r d o e s n o t b e l i e v e
; t h e y s h o u ld go t o show s v e r y o f t e n . Mark s a y s h e h a s b e e n
*
I t o a b o u t s i x o f th em , th o u g h . W h ile a t home he sp en d s
| m o st o f h i s tim e c le a n in g t h e y a r d , w o r k in g on t h e g l i d e r ,
I o r b u i ld in g a s m a ll p la y c a r w h ic h h a s a g a s m o to r . T h e ir
ch u rch a tte n d a n c e i s v e r y r e g u la r and t h e y a l s o a t t e n d
i Sunday e v e n in g s e r v i c e s . S c h o l a s t i c a l l y , Mark f e e l s t h a t
| h e d o e s n o t do v e r y w e l l i n s c h o o l s u b j e c t s b e c a u s e he
65
i *
; d o e s n o t s t u d y en o u g h , th e m a t e r ia l h a s n e v e r h e e n made
j i n t e r e s t i n g t o h im , o r t h e r e a r e l o t s o f o t h e r t h i n g s he
! l i k e s t o do b e t t e r * S o c i a l l y , h e h a s tw o o r t h r e e f r i e n d s
: b u t h a s show n no i n t e r e s t i n g i r l s . Mark d i s p l a y s a
; d e f i n i t e la c k o f c o n f id e n c e and an u n e a s in e s s a b o u t b e in g
I t a l k e d t o a b o u t how h e M f e I t M a b o u t s c h o o l and home l i f e ,
j I n c o n c lu s i o n , i t m ust be i n d ic a t e d t h a t Mark w as
a c h ie v in g c l o s e t o h i s e x p e c t e d a b i l i t y i n 1 9 5 5 , a lth o u g h
i b elo w a v e r a g e i n t e l l i g e n c e . By 1957* b e c a u s e o f h i s
; in c r e a s e d i n t e l l i g e n c e m ea su rem en t, he i s c l e a r l y an
; u n d e r - a c h ie v e r h o ld in g h i s own r e l a t i v e p o s i t i o n (a b o u t
o n e y e a r , f i v e m onths b e h in d h i s g r a d e l e v e l ) * H is g r e a t -
e s t im provem ent h a s b e e n i n R e a d in g — an in c r e a s e o f two
y e a r s , s i x m o n th s. S p e l l i n g h a s show n t h e l e a s t im p ro v e
m en t— an i n c r e a s e o f on e y e a r , t h r e e m o n th s. Mark ca n
o b t a i n h e lp a t home i f h e w a n ts and n e e d s i t . Mark h a s
seld o m shown a s u s t a in e d i n t e r e s t i n an y o f t h e s c h o l a s
t i c s u b j e c t s . H is t a l e n t s l i e i n t h e m anual s k i l l s and
a r t s * The g r e a t e s t s i n g l e c a u s e f o r h i s u n d e r -a c h ie v e m e n t
i s t h e la c k o f d e s i r e o r m o t iv a t io n o r h i s p a r t t o w ant t o
do w e l l i n s c h o o l s u b j e c t s . Some o f h i s e a r l i e r s u c c e s s e s
i n t h e p rim a ry g r a d e s had n o t b e e n c o n tin u e d . P o s s i b l y
t h e r e w as a l a c k on t h e p a r t o f some t e a c h e r s t o g i v e
s i n c e r e p r a i s e f o r th e s m a ll s u c c e s s h e had a t t a i n e d . I n
a l l p r o b a b i l i t y , Mark w i l l c o n tin u e t o be an u n d e r -
: a c h ie v e r u n l e s s he i s m o tiv a te d t o ta k e more o f an
, i n t e r e s t in s c h o o l s u b j e c t s .
B i l l , The T o ta l A ch iev em en t S c a tte r g r a m f o r 1 9 5 5
; i n d i c a t e s t h a t B i l l h as an i n t e l l i g e n c e q u o t ie n t o f
|e i g h t y - o n e and an a c h ie v e m e n t s c o r e o f th r e e y e a r s , one
I m onth w h ile i n th e f i f t h g r a d e . A t - t h a t tim e he was w ork
in g tw o y e a r s , one m onth b e lo w grad e l e v e l . On th e T o t a l
I A ch iev em en t S c a tte r g r a m f o r 1957 B i l l had an i n t e l l i g e n c e
[ q u o t ie n t o f n in e t y - t w o and an a v e r a g e a c h ie v e m e n t s c o r e o f
f o u r y e a r s , f i v e m o n th s. He i s w o r k in g two y e a r s , s e v e n
m onths b e lo w gra d e l e v e l . B i l l i s among th e lo w e s t i n
ia c h ie v e m e n t i n th e c l a s s on t h e 1 955 S c a t t e r g r a m s . He i s
c o n s i s t e n t l y r a t e d as th e l o w e s t on a l l o f t h e 1957
S c a tte r g r a m s . H is i n t e l l i g e n c e s c o r e h a s in c r e a s e d e le v e n
p o i n t s , w h ile h i s a c h ie v e m e n t s c o r e h a s in c r e a s e d o n ly one
r
y e a r , f o u r m onths i n tw o c h r o n o lo g ic a l y e a r s . On th e
R ea d in g A ch iev em en t S c a tte r g r a m f o r 1955# F ig u r e 3* B i l l
i s a c h ie v in g i n l i n e w it h h i s a b i l i t y . 1 9 5 7 f s R ea d in g
S c a tte r g r a m p o in t s o u t t h a t B i l l i s w o r k in g tw o y e a r s , tw o
m onths b e lo w g r a d e l e v e l . He h a s show n an im p rovem en t o f
one y e a r , n in e m onth s o v e r h i s 1 9 5 5 s c o r e . H is im p rovem ent
i s as much as can be e x p e c t e d b u t h i s s t a r t i n g p o i n t was
l o w e r .. F ig u r e 5 p l a c e s B i l l above h i s e x p e c t e d a c h ie v e
m ent i n A r it h m e t ic . The r e s u l t s o f th e A r ith m e tic
j S c a tte r g r a m f o r 1957 d i s c l o s e t h a t B i l l i s f a l l i n g b e h in d
b y two m onths o v e r th e 1955 s c o r e . F ig u r e 7 i n d i c a t e s
j t h a t B i l l i s among th e l o w e s t s c o r e s b u t f a r from th e
lo w e s t i n L an gu age. The 1957 r e s u l t s i n d i c a t e t h a t he i s
i
th e lo w e s t b y f a r — 3*5 i n th e s e v e n t h grad e or th r e e
[ y e a r s , s e v e n m onths b e lo w grad e l e v e l . F ig u r e s 9 and 10
! i n d i c a t e th e m o st s t a r t l i n g r e s u l t s — a r e g r e s s i o n o f s e v e n
im onths i n S p e l l i n g , m akin g a ch an ge o f from f o u r y e a r s ,
i one m onth i n 1 955 t o a d e c r e a s e o f th r e e y e a r s , f o u r
;m onths i n 19 5 7 • He h a s shown th e g r e a t e s t im provem ent in
R e a d in g --a n in c r e a s e o f one y e a r , n in e m onths i n two
c h r o n o lo g ic a l y e a r s . He h a s shown a r e t a r d a t i o n i n
[ S p e l l in g .
The C u m u la tiv e R eco rd s p ro d u ced th e f o l l o w i n g
in fo r m a tio n : H is k in d e r g a r t e n t e a c h e r comments t h a t B i l l
p a r t i c i p a t e s w e l l i n gam es, i s a good f o l l o w e r , u s u a l l y
q u i e t and s h y . He se ld o m t a l k s t o th e t e a c h e r b u t sp e a k s
f r e e l y to th e c h i l d r e n . He i s w e l l l i k e d and a g o o d
w o r k e r . H is f i r s t grad e t e a c h e r rem arks t h a t he i s sh y
and f in d s i t d i f f i c u l t t o ta k e p a r t i n a group c o n v e r s a
t i o n . He t r i e s h ard t o h ave n e a t w ork. He e s p e c i a l l y
i s i n t e r e s t e d i n a r t . H is se c o n d g ra d e t e a c h e r comments
t h a t l? he h a s come o u t o f h i s s h y n e s s .” He i s b eco m in g a
good a t h l e t e . He daydream s a g r e a t d e a l . He h a s d i f f i
c u l t y w ith r e a d in g . He i s c h e e r f u l and h a p p y . He w ou ld
I r a t h e r f o l lo w o t h e r s th a n "be a le a d e r * H is t h i r d g r a d e ;
; t e a e h e r rem ark s t h a t h e i s " s o c i a l l y w e l l - l i k e d and h a s
j overcom e h i s s h y n e s s ." He i s d o in g v e r y p o o r ly i n
s c h o l a s t i c s u b j e c t s and i s e a s i l y d i s t r a c t e d * He h a s t o
b e c l o s e l y s u p e r is e d * B i l l i s a v e r y w e l l a d j u s t e d b oy
* i
and i s p o p u la r w it h o th e r s * ! " S c h o o l w ork i s q u i t e h ard
. f o r h im ," comm ents h i s f o u r t h g r a d e te a c h e r * A lth o u g h
i
; he i s s lo w , he i s v e r y d i l i g e n t * He h a s a n i c e s e n s e o f
humor* H is f i f t h g r a d e t e a c h e r r e p e a t s many o f t h e com
m en ts made b y t h e e a r l i e r t e a c h e r s . S h e s a y s t h a t h e n eedb
much h e lp a t home* From h i s s i x t h g r a d e t e a c h e r came t h e j
” I
1 com m ents t h a t h e i s a " 's m ilin g , h a p p y , u n d a u n ted b o y ,"
! a s lo w l e a r n e r , b u t h e c o n t in u e s t o t r y t o l e a r n th o u g h
r e c e i v i n g a lm o st a l l lo w g r a d e s* He i s n o t e a s i l y dis-*
c o u r a g e d . E very d ay i s a new c h a lle n g e t o him* H is j
s e v e n t h g r a d e t e a c h e r s u g g e s t s t h a t h i s f a t h e r i s e x p e c t - •
in g t o o much o f h im . H is f a t h e r w orks a t n ig h t and can
n o t be home t o s u p e r v is e ; h i s hom ework. He n e e d s h e lp i n j
s p e l l i n g * H is i n t e r e s t s a r e s p o r t s and d ra w in g d e s i g n s . :
H is p e r s o n a l in t e r v ie w r e v e a le d t h e f o l lo w in g ;
in fo r m a t io n : He w as b o r n i n L os A n g e le s i n M arch o f 194-5*
I
He m oved t o h i s p r e s e n t h o u se w hen he w as o n ly fo u r and
h a s a t t e n d e d t h e same s c h o o l th r o u g h t h e s i x t h g r a d e . He i
h a s o n e o ld e r b r o t h e r ,: f i f t e e n , and t h r e e y o u n g er s i s t e r s , !
t e n , s e v e n , and s ix * He d o e s n o t l i k e o n e s u b j e c t b e t t e r
6 9 I
j th a n a n o t h e r . He m a in ta in s t h a t h e j u s t " ta k e s them a s j
i
| t h e y com e." He h a s r e c e i v e d h i s h e a t m arks i n A t h l e t i c s , j .
j He d o e s n o t u s e t h e l o c a l l i b r a r y and any hook he r e a d s j
I m ust come from s c h o o l . T h e ir fa m ily c u b s c r ib e s t o one j
| m a g a zin e by s u b s c r i p t i o n and no d a i l y p a p e r i s t a k e n . He j
: w o u ld l i k e t o f i n i s h h ig h s c h o o l , b u t f e e l s i t i s im - |
I
p o s s i b l e f o r him t o go t o c o l l e g e b e c a u s e o f h i s p o o r |
g r a d e s . He s t a t e s t h a t h e w o u ld l i k e t o go t o c o l l e g e and j
p la y f o o t b a l l . He knows h i s p a r e n ts a r e n o t happy w it h ;
h i s g r a d e s . He b e l i e v e s i t i s p o s s i b l e f o r him t o a c h ie v e j
! b e t t e r g r a d e s . H is f a t h e r i s forem an o f d e l i v e r i e s a t j
; C e r t i f i e d G rocers*. B e c a u se h i s f a t h e r w orks at. n i g h t , he \
j i s seld o m home t o b e w it h B i l l . He i s r a t h e r a f a t h e r i n
> a b s e n t i a . He d o e s n o t know t h e e x t e n t o f h i s p a r e n ts *
e d u c a tio n b e c a u s e h e s t a t e s , "he h a s n e v e r a sk e d them?
1 D u rin g t h e w in t e r m onths t h e fa m ily d o e s l i t t l e t o g e t h e r , i
B i l l h a s b e e n w it h h i s f a t h e r t o t h e e x t e n t o f h e lp in g him *
add a room on t o t h e i r h o u se d u r in g t h e .sum m er. B i l l j
f e e l s t h a t h e h a s " l o t s o f f r ie n d s " He s t a t e s t h a t t h e r e j
i s n o t an yon e h e d o e s n o t l i k e . H is m ain r e a s o n f o r lo w e r -
j
t e s t r e s u l t s i n 1 9 5 7 a r e h i s a d m itte d la c k o f s tu d y and j
a t t e n t i o n t o h i s s u b j e c t s . He comments t h a t he c o u ld do j
b e t t e r , b u t h e " j u s t d o e s n o t g e t arou n d t o d o in g i t . ” ;
T h ere a r e t o o may o t h e r a c t i v i t i e s t h a t a r e " fu n ." He .
s a y s h e sp e n d s much o f h i s tim e w a tc h in g "TV". He f u r t h e r ,
70
; rem ark s t h a t f o r him t o w an t t o s tu d y and do b e t t e r i n
i
j s c h o o l i t i s g o in g to h a v e t o b e llf u n . tf B i l l a p p e a r s t o
|b e s c h o l a s t i c a l l y d r i f t i n g a lo n g w it h no g o a l o r p u rp o se
i n h i s s c h o o l l i f e . A se c o n d la n g u a g e i s sp o k e n i n th e
r
hom e, b u t when t h e p a r e n ts are a d d r e s s in g th e c h ild r e n
j t h e y sp e a k o n ly E n g li s h . B i l l * s a p p a r e n tly a f f e c t e d by
j t h i s as he so m e tim e s f i n d s i t d i f f i c u l t t o f i n d th e r i g h t
iw o rd . He d o e s n o t sp e a k w ith an a c c e n t; t h e r e f o r e , he
ic a n n o t be s t r o n g l y in f lu e n c e d b y t h i s o th e r la n g u a g e .
I n c o n c lu s i o n , one m ust a g r e e t h a t B i l l h a s a
p o p u la r , l i k e a b l e p e r s o n a l i t y , t h a t h i s a s s e t s a r e h i s
p r e s e n t a b le a p p e a r a n c e , h i s c h e e r f u l a t t i t u d e , h i s o u t
s t a n d in g a t h l e t i c a b i l i t y , and h i s u n d au n ted s p i r i t o f
: a lw a y s t r y i n g a g a in . T h ese a t t r i b u t e s are c o u n te r b a la n c e d
b y h i s p o o r g r a d e s and h i s la c k o f s c h o l a s t i c a t t a in m e n t .
B i l l h a s show n v e r y s lo w p r o g r e s s and w i l l g r a d u a lly f a l l
1 f u r t h e r b e h in d u n le s s he b e g in s t o s e e and f e e l t h a t
s c h o l a s t i c a tta in m e n t can be " f u n .1 1 H is s m a ll s u c c e s s e s
s h o u ld be p r a is e d t o e n c o u r a g e h i s f u r t h e r a c h iev e m en t#
I t m ust b e p o in t e d o u t t h a t B i l l and Sara a r e th e o n ly two
s t u d e n t s t o d i s p l a y r e g r e s s i o n on any o f th e S c a tte r g r a r a s .
I f B i l l * s s tu d y h a b i t s w ere im p r o v e d , i t w ou ld be p o s s i b l e
f o r h i s a c h ie v e m e n t t o a g a in come i n l i n e w it h h i s a b i l i t y .
CHAPTER V j
I j
! SUM M ARY AND CONCLUSIONS
|
| I . SUM M ARY
|
T e a ch er s and a d m in is t r a t o r s s h o u ld be a b le t o u s e
i
th e s c a tt e r g r a m te c h n iq u e w ith c o n f id e n c e when i d e n t i f i e s - ;
I t i o n o f a s t u d e n t 1s s c h o l a s t i c p ro b lem s n e e d t o be
i - .
ex a m in ed . T h is me'thod i s t o be recom m end ed *over any
j i
I te c h n iq u e i n e x i s t e n c e t o d a y as a q u ic k o b j e c t i v e m eans
o f d e te r m in in g w hat th e s t u d e n t f s a c h ie v e m e n t i s and w h ere j
I i t s h o u ld b e •
; i
! T h is s t u d y i d e n t i f i e s p o t e n t i a l o v e r - and u n d e r -
i
a c h ie v e r s b y th e u se o f th e s c a tt e r g r a m t e c h n iq u e . The
i
i n t e l l i g e n c e m easu rem en ts o b ta in e d from th e C a l i f o r n ia
T e s ts o f M en ta l M a tu r ity and th e s u b j e c t a c h ie v e m e n t
m easu rem en ts o b t a in e d from th e C a l i f o r n i a A ch iev em en t
' (
I T e s t s w ere u se d i n c o n s t r u c t in g th e s c a t t e r g r a m s . The
t
i n t e l l i g e n c e s c o r e s h ave b e e n p l o t t e d a lo n g a v e r t i c a l
j
a x is and th e a c h ie v e m e n t s c o r e s h ave b e e n p l o t t e d a lo n g a
i
h o r i z o n t a l a x i s . A h o r i z o n t a l r e d l i n e d e n o te s th e a v e r a g e ;
I
s c h o o l i n t e l l i g e n c e , w h ile th e v e r t i c a l r e d l i n e i n d i c a t e s
ith e n orm al g ra d e p la c e m e n t. T h is d i v i d e s th e s c a tte r g r a m j
i n t o fo u r q u a d r a n ts . The norm al a c h ie v e r s form an e l l i p - .
t i c a l p a t t e r n from lo w e r l e f t t o u p p er r i g h t . The i
ex tr em e o v e r - o r u n d e r - a c h ie v e r s a r e fo u n d o u t s id e o f t h i s
i 72
i
p a t t e r n o r on th e e d g e s o f i t . A s e r i e s o f f i v e
s c a t te r g r a m s w ere made f o r 1955 and f o r 1 9 5 7 • They
i
m easu red T o ta l A c h ie v e m e n t, R e a d in g , A r it h m e t ic , L an gu age,
i
and S p e l l i n g . A c o m p a riso n o f th e tw o s e t s o f s c a t t e r
gram s p o in t e d o u t c o n s i s t e n c i e s f o r some and c h a n g e s f o r
I o t h e r s .
E ach o v e r - and u n d e r - a c h ie v e r was f u r t h e r s t u d ie d
!
;t o i d e n t i f y t h e i r s t r e n g t h s and w ea k n ess i n th e f o u r
( s u b j e c t a r e a s and t o f i n d a c a u se f o r t h e i r o v e r - o r
iu n d e r -a c h ie v e m e n t. Of th e s t u d e n t s f o r whom c o m p le te
in f o r m a tio n was a v a i l a b l e , one was c o n s id e r e d t o b e an
o v e r - a c h i e v e r , and f i v e w ere i d e n t i f i e d as u n d e r - a c h ie v e r s
iin 1955* The 1957 in f o r m a tio n i n d i c a t e s t h a t tw o are o v e r
a c h ie v e r s and fo u r are c o n s id e r e d t o be u n d e r - a c h ie v e r s .
Two o v e r - a c h ie v e r s and f i v e u n d e r - a c h ie v e r s are d i s c u s s e d
i n d e t a i l .
I I . CONCLUSIONS
Some o f th e c o n c lu s io n s r e a c h e d a s th e r e s u l t o f
th e f i n d i n g s o f th e s c a tte r g r a m s and th e s tu d y o f s p e c i a l
a c h ie v e r s a re a s f o l l o w s : T here i s a p o s i t i v e c o r r e l a t i o n
b e tw e en th e m ea su r es o f i n t e l l i g e n c e and a c h ie v e m e n t. The
1955 s e t o f s c a tte r g r a m s i n d i c a t e t h a t a m a j o r it y o f th e
c l a s s i s w o rk in g b e lo w g ra d e l e v e l and i s m easu red t o be
b e lo w a v e r a g e i n t e l l i g e n c e . The 1957 s e t o f s c a tte r g r a m s
; i n d ic a t e t h a t a m a j o r it y o f th e c l a s s I s w o rk in g b e lo w
j g ra d e l e v e l and i s m ea su red t o be b e lo w a v e ra g e i n t e l l i - |
\ J
jg e n c e . The 1 9 5 7 s e t o f s c a tte r g r a m s i n d i c a t e t h a t a
m a j o r it y o f th e s t u d e n t s a r e a c h ie v in g above g r a d e l e v e l
! j
and are above a v e r a g e i n t e l l i g e n c e . T here m a y b e s e v e r a l j
r e a s o n s f o r t h i s s h i f t . T hree o f th e b e lo w a v e r a g e j
i i n t e l l i g e n c e and b e lo w g ra d e l e v e l a c h ie v e r s h a v e moved t o j
;o t h e r s c h o o l d i s t r i c t s . M ost s t u d e n t s in c r e a s e d t h e i r
! ' t
I
i n t e l l i g e n c e s c o r e s by from th r e e t o e i g h t e e n p o i n t s .
T h e ir a v e ra g e in c r e a s e was e i g h t p o i n t s . O nly one s t u d e n t
d e c r e a s e d h e r s c o r e . A n o th er form o f th e C a l i f o r n i a |
A ch iev em en t T e s t was u s e d i n th e 1957 s e r i e s o f s c a t t e r - I
’grams w h ic h had a s l i g h t l y h ig h e r norm . The a b se n c e o f ;
p l o t s i n th e lo w e r r i g h t q u a d ra n t i n d i c a t e s how d i f f i c u l t ;
i t i s f o r th e b e lo w a v e r a g e i n t e l l i g e n c e s t u d e n t t o !
a c h ie v e up t o g ra d e l e v e l . C o n v e r s e ly , i t i s as d i f f i c u l t
f o r th e h i g h ly i n t e l l i g e n t s t u d e n t t o a c h ie v e up t o t h e i r *
e x p e c t a n c y . The s c a tt e r g r a m s f u r t h e r p o in t o u t t h a t i t i s i
p o s s i b l e f o r th e s t u d e n t w it h above a v e r a g e i n t e l l i g e n c e j
t o ch an ge from an u n d e r - a c h ie v e r t o a c h ie v e m e n t w h ich i s j
more i n l i n e w it h t h e i r a b i l i t y . T h is i s p o s s i b l e when i
c e r t a i n a d ju stm e n ts h ave b e e n made a t s c h o o l and i n th e
home l i f e .
The s t u d e n t s who a r e c o n s id e r e d t o be o v e r - a c h ie v e r s !
d i s p l a y an o u t s t a n d in g a b i l i t y t o a c c o m p lis h a g r e a t d e a l
[ w i t h t h e i r l i m i t e d i n t e l l i g e n c e . T h e r e i s n o a p p a r e n t j
! a n x i e t y o n t h e p a r t o f t h e p a r e n t s o f t h e s e c h i l d r e n t o j
\ ' ■
t
f o r c e t h e i r a c h i e v e m e n t s b u t r a t h e r a n a t t i t u d e o f I
I !
e n c o u r a g e m e n t a n d a f e e l i n g o f s e c u r i t y i n t h e h o m e . 8
T h e s e s t u d e n t s i n d i c a t e a s t r o n g d e s i r e t o w a n t t o d o ;
, • |
w e l l . A f e e l i n g o f e m o t i o n a l s e c u r i t y i n t h e c l a s s r o o m j
a n d s c h o o l i s a p r e r e q u i s i t e f o r l e a r n i n g . I
I I
I
T h e s t u d e n t s w h o w e r e i d e n t i f i e d a s u n d e r - a c h i e v e r s j
!
d i s p l a y e d a w i d e v a r i e t y o f c a u s e s f o r t h e i r u n d e r - j
1
i
a c h i e v e m e n t . O n e p e r s o n h d i f f i c u l t y w a s d u e t o a d e f i n i t e j
i
p e r s o n a l i t y c o n f l i c t w i t h h e r f i f t h g r a d e t e a c h e r . S h e
\
b e g a n t o r e a l i z e s h e h a d t h e a b i l i t y t o d o b e t t e r w o r k a n d
I t h e n w e n t a h e a d a n d a c h i e v e d m o r e . A n o t h e r s t u d e n t * s
; c a p a b i l i t i e s h a d n o t b e e n c h a l l e n g e d a n d w e r e l a t e n t a n d
u n d i s c o v e r e d . A n o t h e r s t u d e n t d i s p l a y s a n a p a t h y . t o w a r d s
s c h o o l d u e t o a l a c k o f i n t e r e s t o n t h e p a r t o f h e r
p a r e n t s . S h e l a u g h i n g l y i g n o r e s t h e r e s p o n s i b i l i t i e s o f j
i
h e r s c h o o l w o r k a n d n e e d s t o r e a l i z e t h a t s h e i s i g n o r i n g j
a n o p p o r t u n i t y t o l e a r n . O n e s t u d e n t * s c a u s e o f u n d e r - |
!
a c h i e v e m e n t i s a p u r e l a c k o f m o t i v a t i o n . H e h a s t o o m a n y j
o t h e r i n t e r e s t s o u t s i d e o f s c h o o l . A n o t h e r s t u d e n t * s j
i '
l u n d e r - a c h i e v e m e n t i s c a u s e d b y h i s e x p e c t e d s l o w p r o g r e s s , j
b u t h e a l s o i s h a n d i c a p p e d b y p o o r s t u d y h a b i t s . H e h a s a
f e e l i n g t h a t e v e r y t h i n g s h o u l d b e f u n a n d t h a t i f s c h o o l i s
n o t f u n , t h e n h e w o n * t f u l f i l l h i s r e s p o n s i b i l i t i e s t o i t
a n d h i m s e l f .
The o v e r - and u n d e r - a c h ie v e r a r e c o n s i s t e n t i n
t h e i r o v e r - o r u n d e r - a c h ie v in g . They do n o t o v e r - a c h ie v e
on one s c a tte r g r a m and u n d e r -a c h ie v e on a n o th e r . T h e ir
a c h ie v e m e n t, t h e n , i s c o n s i s t e n t n o t o n ly w it h t h e i r
i n t e l l i g e n c e , b u t w ith th e f a c t o r s t h a t have i n f lu e n c e d
t h e i r a c h ie v e m e n t.
BIBLIOGRAPHY
; B a r r , C h a r le s R. lfA P r o p o s a l f o r th e Use o f th e
S c a tte r g r a m T ech n iq u e a s an A id i n L o c a tin g S tu d e n t
1 P r o b le m s..” U n p u b lish e d M a s te r ’ s p r o j e c t , The
U n iv e r s i t y o f S o u th e r n C a l i f o r n i a , Los A n g e le s , 1 9 5 0 .
B i x l e r , R. and E . B o r d in . " T est S e l e c t i o n : A P r o c e s s o f
C o u n s e lin g ,1 * E d u c a tio n a l and P s y c h o lo g ic a l M ea su re
m en t, V I, 361-7*1., 191+6.
1 B loom , J e r r y . **A nalysis o f a S e l e c t e d Group o f O ver
a c h ie v e r s and U n d e r a c h ie v e r s .” U n p u b lish e d M a s te r ’ s
p r o j e c t , The U n iv e r s i t y o f S o u th e r n C a l i f o r n i a , Los
A n g e le s , 1 9 5 6 .
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| F r o e h lic h , C l i f f o r d P . and A. B e n so n . G u id an ce T e s t i n g .
C h ic a g o : S c ie n c e R e se a r c h A s s o c i a t e s , 19lp3.
j F r o e h lic h , C l i f f o r d P . and John G. D a r le y . S tu d y in g
S t u d e n t s . C h ic a g o : S c ie n c e R e se a r c h A s s o c i a t e s , 1 9 5 2 .
1 G erm ane, C h a r le s E . and E d ith G* G erm ane. P e r s o n n e l Work
i n H igh S c h o o l. New Y ork: S i l v e r B u r d e tt Company,
19*4-1.
I L ew er en z, A lf r e d S . ”New D e v e lo p m e n ts i n E v a lu a t in g
A c h ie v em en t i n t h e P u b lic S c h o o ls o f Los A n g e l e s ,1 ’
E d u c a tio n , 71?2*4.0, D ecem b er, 1 9 5 0 .
i T r a x le r , A rth u r E . I n t r o d u c t io n t o T e s t in g and th e U se o f
T e s t R e s u lt s i n F u b lic S c h o o l s . New Y ork: H arp er and
B r o t h e r s , 1 9 5 3 -
■ Z eyn , L o u is . “S c a tte r g r a m s and R e la te d P ro b lem s as
I n d ic a t e d by A ch iev em en t and M en ta l M a tu r ity T e s t s o f
Anonymus Avenue S c h o o l .” U n p u b lish e d M a s te r ’s p r o j e c t ,
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1 9 5 0 .
University of Southern G a & B & m f*
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Letson, Charles R.
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Identifying potential over-achievers and under-achievers.
Degree
Master of Science
Degree Program
Education,Educational Psychology
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education, educational psychology,OAI-PMH Harvest
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