This study was concerned with the extent of student failures as Modesto High School during the four year period from 1954 to 1958. The administrative staff has always been aware of this problem and the continual waste of student potential. As a result of the marked increase in the number of failing marks received by students in the fall semesters of 1956 and 1957 this situation was brought into sharper focus, and the administrations felt a need for an appropriate study. As a result of the evident increase in the number of failing marks received by students at Modesto High School, this study was initiated for the following purposes: (1) To determine to frequency and the distribution of failing marks for the eight-semester period, from the fall semester for 1954 through the spring semester of 1958.; (2) To compare the frequency and distribution of scholastic failures among the four grades, the four ability groups, and the fifteen departments of the high school; (3) To determine the percentage of students who graduated from Modesto High School after receiving one or more failing marks at any time during the period of this study.; (4) To provide a basis for further study of scholastic failures at Modesto High School.

This is a study intended to determine i f there are any significant differences in scholastic attainment between athletes and non-athletes at Modesto High School. The eight semester grades of the male graduates for the years 1945-1949 were studied, and only those graduates who attended Modesto High School for four years were considered. Raw differences in grades attained are shown as well as the differences apparent in comparing members of the two groups with like abilities as indicated by intelligence test scores. An attempt to weigh the significant differences in scholastic attainment between the athlete and non-athlete in itself is justified by the theory that education is obligated to arrive at the most efficient processes for developing the best citizen. Research on the athlete and non-athlete offers many sidelights on educational processes. Some are a definite part of the study while others, though indirectly related, are so significant in the field of education as to demand attention. The sum total of the investigations seems to justify abundantly the value of the study .