Excerpt from Rural School, 1922: Survey, of New York State Educational Achievement
The report of this section of the survey is distinctive for the following reasons:
It furnishes an excellent illustration of the value of standardized tests in the study of schools. The facts that have been secured with reference to the reading situation in the rural schools of the State should be invaluable to administrative and supervisory officers and they should also arouse teachers and patrons to the need of securing more adequate results from the work of the schools in this subject. Reading is of basic importance. Not only does it condition progress in other school subjects, but deficiency in it may be a barrier to the intelligent discharge of the duties of citizenship. The elementary school has no more important subject to offer the children and the results should be better than are now being obtained.
The use of the intelligence and standardized tests with such large numbers of pupils through so many grades, and in all sections of the State, should furnish valuable data for those who are interested in the relative effectiveness of rural and urban schools.
The survey of the rural schools of New York State and the printing of this report were made possible through a grant from the Commonwealth Fund.
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