03270cam a22003733u 4500 76891 UtSlPG 20260610134759.0 m cr n 260607r20251922utu|||||o|||||||||||||| d 23006136 UtSlPG en iso639-1 LB Franzen, Raymond, 1895-1965 The accomplishment ratio Salt Lake City, UT : Project Gutenberg, 2025 1 online resource : multiple file formats text txt rdacontent computer c rdamedia online resource cr rdacarrier Columbia University. Teachers College. Contributions to education, no. 125. Release date is 2025-09-16 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) "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.) Originally published: New York: Teachers College, Columbia Univ., 1922 Educational psychology Educational tests and measurements Ability -- Testing Columbia University. Teachers College. Contributions to education, no. 125. http://www.archive.org/details/accomplishmentra00franuoft https://www.gutenberg.org/ebooks/76891 117616 117616