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| 001 | 76891 | ||
| 003 | UtSlPG | ||
| 005 | 20260610134759.0 | ||
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| 008 | 260607r20251922utu|||||o|||||||||||||| d | ||
| 010 | _a23006136 | ||
| 040 | _aUtSlPG | ||
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_aen _2iso639-1 |
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| 050 | 4 | _aLB | |
| 100 | 1 |
_aFranzen, Raymond, _d1895-1965 |
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| 245 | 1 | 4 | _aThe accomplishment ratio |
| 264 | 1 |
_aSalt Lake City, UT : _bProject Gutenberg, _c2025 |
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_a1 online resource : _bmultiple file formats |
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_atext _btxt _2rdacontent |
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_acomputer _bc _2rdamedia |
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_aonline resource _bcr _2rdacarrier |
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| 490 | 1 | _aColumbia University. Teachers College. Contributions to education, no. 125. | |
| 500 | _aRelease date is 2025-09-16 | ||
| 508 | _aBryan 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 | _a"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.) | ||
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_pOriginally published: _cNew York: Teachers College, Columbia Univ., 1922 |
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| 653 | _aEducational psychology | ||
| 653 | _aEducational tests and measurements | ||
| 653 | _aAbility -- Testing | ||
| 830 | 0 | _aColumbia University. Teachers College. Contributions to education, no. 125. | |
| 856 | 4 | _uhttp://www.archive.org/details/accomplishmentra00franuoft | |
| 856 | 4 | 0 | _uhttps://www.gutenberg.org/ebooks/76891 |
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_c117616 _d117616 |
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