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ERIC Number: ED014341
Record Type: RIE
Publication Date: 1967-Sep
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE RELATIVE INFLUENCE OF SCHOOL DESSEGREGATION AND OF CLASSROOM DESEGREGATION ON THE ACADEMIC ACHIEVEMENT OF NINTH GRADE NEGRO STUDENTS. INTERIM REPORT.
MCPARTLAND, JAMES
THE RELATIVE INFLUENCE OF DESEGREGATION AT THE SCHOOL AND THE CLASSROOM LEVEL WAS EXAMINED BY MEANS OF U. S. OFFICE OF EDUCATION DATA FROM THE 1965 EDUCATIONAL OPPORTUNITIES SURVEY. USING THE 5,075 NINTH GRADE NEGRO STUDENTS FROM A SAMPLE OF SCHOOLS SELECTED IN THE METROPOLITAN AREAS OF NEW ENGLAND AND MIDDLE ATLANTIC STATES, WHO HAD ATTENDED THEIR PRESENT SCHOOL IN THE PREVIOUS YEAR, THREE VARIABLES WERE ASSIGNED. THE AUTHOR CONSTRUCTED A SIX-LEVEL FAMILY SCALE BASED ON MOTHER'S EDUCATION AND FAMILY POSSESSIONS, A FOUR-CATEGORY RATING BASED ON THE PERCENT OF WHITE STUDENTS IN THE NINTH GRADE OF THE STUDENT'S SCHOOL, AND A FOUR-CATEGORY RATING BASED ON THE PROPORTION OF WHITE CLASSMATES. THE ANALYSIS OF THE DATA INDICATED THAT--(1) THE EFFECTS OF SCHOOL DESEGREGATION ON ACHIEVEMENT CAN BE OFFSET BY SEGREGATION WITHIN THE SCHOOL, (2) CLASSROOM DESEGREGATION HAS AN APPARENT BENEFICIAL EFFECT ON VERBAL ACHIEVEMENT OF NEGRO STUDENTS IRRESPECTIVE OF RACIAL ENROLLMENT OF THE SCHOOL, AND (3) THE DIFFERENCES IN VERBAL ACHIEVEMENT BETWEEN NEGRO STUDENTS IN MOSTLY WHITE CLASSES AND THOSE IN MOSTLY NEGRO CLASSES IS NOT EXPLAINED BY SELECTION PROCESSES WHICH OPERATE WITHIN THE SCHOOL. (SF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
Identifiers: Office of Education