IV. Call each derived age a Subject Age (SA). Divide each subject age by the chronological age of the child. This will yield what may be called a Subject Quotient (SQ), previously called an Educational Quotient (EQ).[7] Dividing the Reading Age by the Chronological Age, you arrive at a Reading Quotient. This RQ is the rate at which the child has progressed in reading. We have the same kind of quotient for intelligence (Stanford-Binet IQ). This IQ is the potential rate of progress of the child. V. The ratio of any Subject Age to Mental Age[8] may be called a Subject Ratio (SR), previously called an Accomplishment Quotient (AccQ).[7] This Subject Ratio gives the proportion that the child has done in that subject of what he actually could have done, and is a mark of the efficiency of the education of the child in that subject to date. The goal is to bring up these Subject Ratios as high as possible. When they are above .90, the child may be considered as receiving satisfactory treatment, providing norms for subject ages are reasonably accurate. (This figure, .90, applies to a Subject Ratio obtained by using a Stanford-Binet Mental Age.) An Arithmetic Ratio based on one arithmetic test and one intelligence test only is not as good as one based on three arithmetic tests and three intelligence tests. If Subject Ratios go far over 1.00 the chances are that the Mental Age diagnosis is too low. The average of the Subject Ratios of a child may be called his Accomplishment Ratio. In the application of the above instructions, whenever opportunity offers for classification of both subject matter and intelligence (which means many teachers or a large school), use a Relation Sheet (for instance for Arithmetic) and then have additional columns at the extreme right for intelligence headed _A_, _B_, _C_, and _D_. If a child’s IQ is in the upper quarter of the IQ’s of your school, check in the column A opposite his name; if it is in the upper half but not in the upper quarter check in _B_, and so on with _C_ and _D_. Then you will be able to split each group; for instance, the one which is defined as 8th grade in arithmetic ability, into four sections, each of which progresses at a rate differing from the others. The _A_ section will progress most rapidly, _B_ next, _C_ more slowly, and _D_ most slowly.