"Over-age and Progress in the Public Schools of Dayton, 1913-1914" offers a detailed snapshot of the educational landscape in Dayton, Ohio, during the early 20th century. Authored by the Dayton Bureau of Research, this study delves into the complexities of student progress and the phenomenon of students being over-age for their grade level. It provides valuable insights into the challenges and opportunities faced by public schools during a period of significant social and educational change.
This work is a crucial resource for historians of education, researchers, and anyone interested in understanding the evolution of educational practices and policies in American public schools. The book's empirical approach and focus on specific local conditions make it a compelling case study for broader trends in education reform and student achievement.
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