The accomplishment ratio (Registro nro. 117616)
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| fixed length control field | 03270cam a22003733u 4500 |
| 001 - CONTROL NUMBER | |
| control field | 76891 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | UtSlPG |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260610134759.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
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| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr n |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 260607r20251922utu|||||o|||||||||||||| d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 23006136 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | UtSlPG |
| 041 #7 - LANGUAGE CODE | |
| Language code of text/sound track or separate title | en |
| Source of code | iso639-1 |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Franzen, Raymond, |
| Dates associated with a name | 1895-1965 |
| 245 14 - TITLE STATEMENT | |
| Title | The accomplishment ratio |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Salt Lake City, UT : |
| Name of producer, publisher, distributor, manufacturer | Project Gutenberg, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2025 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource : |
| Other physical details | multiple file formats |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Columbia University. Teachers College. Contributions to education, no. 125. |
| 500 ## - GENERAL NOTE | |
| General note | Release date is 2025-09-16 |
| 508 ## - CREATION/PRODUCTION CREDITS NOTE | |
| Creation/production credits note | Bryan Ness and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive/Canadian Libraries) |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | "The accomplishment ratio : A treatment of the inherited determinants of…." by Raymond Franzen is a scientific publication written in the early 20th century. It examines disparities in school achievement through standardized testing and statistical analysis, proposing the “Accomplishment Ratio” to judge how well students’ actual progress aligns with their intellectual potential. The study focuses on how classification, measurement, and targeted instruction can raise achievement to match measured intelligence, probing whether differences in school performance are inherited or shaped by schooling. The opening of the work lays out the rationale for replacing opinion with standardized measurement in schools and defines a toolkit of indices: Intelligence Quotient (IQ), Subject Quotients (SQ), Subject Ratios (SR), and their average, the Accomplishment Ratio (AccR). It explains how age norms are derived via regressions of score on age (with corrections for truncation) and then details the Garden City experiment: 200 pupils were tested with Binet, Thorndike reading and vocabulary, Woody-McCall arithmetic, and Kelley-Trabue language; students were reclassified by subject ability using “relation sheets,” regrouped for instruction, and “pushed” until their SQs approached their IQs. The procedures include precise scoring-to-age conversions, ongoing regrading by subject, and using AccR as a fairer, intelligence-referenced school mark for teachers and parents. Early statistical results show that, under special treatment, subject quotients move toward IQ and correlations strengthen across grades, suggesting intelligence is the primary driver of achievement while remaining disparities likely reflect schooling mismatches rather than distinct inherited special abilities. (This is an automatically generated summary.) |
| 534 ## - ORIGINAL VERSION NOTE | |
| Introductory phrase | Originally published: |
| Publication, distribution, etc. of original | New York: Teachers College, Columbia Univ., 1922 |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Educational psychology |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Educational tests and measurements |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Ability -- Testing |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Columbia University. Teachers College. Contributions to education, no. 125. |
| 856 4# - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="http://www.archive.org/details/accomplishmentra00franuoft">http://www.archive.org/details/accomplishmentra00franuoft</a> |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://www.gutenberg.org/ebooks/76891">https://www.gutenberg.org/ebooks/76891</a> |
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