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ERIC Number: ED014771
Record Type: RIE
Publication Date: 1967-Jun
Pages: 84
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE DIFFERENTIAL EFFECTIVENESS OF HIGH SCHOOLS WITH SELECTED CHARACTERISTICS IN PRODUCING COGNITIVE GROWTH IN DIFFERENT KINDS OF STUDENTS.
BREDEMEIER, HARRY C.
EVIDENCE IS PRESENTED ABOUT THE RELATIONSHIP OF INDEPENDENT STUDENT AND SCHOOL VARIABLES TO DEPENDENT VARIABLES. THE EVIDENCE IS DERIVED FROM THESE SOURCES--(1) PUBLISHED AND UNPUBLISHED DATA FROM PROJECT TALENT, (2) EQUALITY OF EDUCATIONAL OPPORTUNITY BY COLEMAN, ET. AL., (3) A SPECIAL ANALYSIS OF UNPUBLISHED DATA GATHERED BY PROJECT TALENT. THE DIFFERENTIAL ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS ON LITERATURE INFORMATION TESTS, SOCIAL SCIENCE, AND MATHEMATICS APPEARS TO BE RELATED VERY LITTLE TO ANY MEASURED CHARACTERISTICS OF THE SCHOOLS THEY ATTEND. ACHIEVEMENT MAY BE RELATED TO FAMILY BACKGROUNDS, BUT THOSE RELATIONSHIPS ARE NOT HIGH. LITTLE DIFFERENCE EXISTS BETWEEN SCHOOLS IN THEIR ABILITY TO AFFECT THE RELATIONSHIP BETWEEN PREDISPOSING CHARACTERISTICS AND THE COGNITIVE GROWTH OF STUDENTS. HOWEVER, IT SHOULD NOT BE INFERRED THAT SCHOOL FACTORS MAKE NO DIFFERENCE FOR ACHIEVEMENT OR GROWTH. UNTIL RESEARCH IS CARRIED OUT ON THE DIFFERENTIAL RESPONSES OF DIFFERENT KINDS OF STUDENTS TO DIFFERENT KINDS OF TEACHER-STUDENT TRANSACTIONS, INTERPRETATIONS OF THE RESULTS OF STUDIES SUCH AS THOSE OF COLEMAN AND PROJECT TALENT WILL REMAIN DIFFICULT. (AUTHOR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ. Urban Studies Center.
Identifiers: PROJECT TALENT