A Statistical Comparison of Permanent and In-Transfer Students in Grades Six, Seven, Eight, Nine and Ten of the South Bend School System South Bend, Washington

摘要

This investigation is based upon the hypothesis that there is no true difference in academic achievement between two independent groups of students, permanent and in-transfer, in grades six through ten in the South Bend Schools of South Bend, Washington, when intelligence, age, sex and socio-economic factors are controlled.