NOTE—Totals without Grade III are much higher than these (Table 5). Grade III has many children in it who have not been long enough in an academic situation to allow their SQ’s to go as high as they may. It is proper to note here that not much can be expected from Grades III and VIII and from totals including Grade III, since children in Grade III have not been there long enough to be pushed, and children in Grade VIII have been pushed beyond the limits which the tests used will register. Our logic is one of _pushed_ correlations. If the association of IQ and the SQ’s is what we are attempting to establish, it is necessary to show: 1. That the _r_ comes near unity; 2. That the central tendencies come near coincidence; 3. That the S.D.’s come near coincidence. The value of the _r_ is obvious; the value of coincidence of means becomes clearer if we think of Σ(IQ-EQ)⁄_n_, the average difference of potential rate of progress and actual rate of progress. This average of differences is the same as the difference of the averages, which is more readily calculated. Obviously, if we wish to use an AccR, it is necessary to show more than correspondence when differences in average and spread are equated as they are by the correlation coefficient. Besides, coincidence of M’s, correspondence of S.D.’s is also necessary since a correlation might be positive unity, the M’s might be equal, and still the spread of one measure might be more than the spread of the other. If the spreads are the same and the M’s are the same, and the correlation is positive unity, each _x_ must equal its corresponding _y_. Then _b_₁₂ = _b_₂₁ = 1.00; and the M’s being equal, the deviations are from the same point. Therefore, we will attempt to measure similarity of M’s and S.D.’s as well as _r_. It will be observed that both Tables 7 and 8 give evidence of each of these tendencies in all grades. In Table 8 marked progress in arithmetic is apparent. This is due to re-classification in terms of the Woody-McCall test, which was not done in 1918-1919. In 1918-1919 no arithmetic test was given and all re-classification was in terms of reading, being done on the basis of both reading tests. Spelling re-classification was done each year, but the data were not treated in this manner. It can be said that wherever re-classification in terms of intelligence and pedagogical need was undertaken the desired result of pushing the SQ’s up to IQ was hastened. Of all the remedial procedure, such as changing teachers and time allotment and books and method, all of which were employed to some extent, it is my opinion that the re-classification was more important than everything else combined.