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ERIC Number: ED021000
Record Type: RIE
Publication Date: 1964
Pages: 1
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
LEARNING EFFECTS OF INTEGRATION IN NEW ROCHELLE.
WOLMAN, T.G.
REPORTED ARE SOME OF THE ACADEMIC EFFECTS OF THE OPTIONAL TRANSFER PLAN IN NEW ROCHELLE, NEW YORK, WHERE STUDENTS FROM A NEGRO ELEMENTARY SCHOOL WERE BUSED TO OTHER SCHOOLS. METROPOLITAN ACHIEVEMENT TEST SCORES OF TRANSFER STUDENTS IN GRADES ONE THROUGH FIVE SHOWED THAT THE MEAN GRADE EQUIVALENTS WERE CONSISTENT WITH GROWTH SCORES FOR NONTRANSFER STUDENTS FROM COMPARABLE SOCIOECONOMIC AND ETHNIC GROUPS. HOWEVER, AT THE FOURTH-GRADE LEVEL, BOTH NEGRO AND WHITE LOWER-CLASS CHILDREN HAD LOWER SCORES THAN UPPER-INCOME WHITE STUDENTS, 80 PERCENT OF WHOM WERE ACHIEVING MORE THAN 2 YEARS ABOVE GRADE LEVEL IN READING. THE MOST POSITIVE EFFECTS OF INTEGRATED SCHOOLING WERE OBSERVED AT THE KINDERGARTEN LEVEL. THE SCORES OF KINDERGARTEN TRANSFER STUDENTS WERE SIGNIFICANTLY HIGHER THAN THOSE OF COMPARABLE NONTRANSFERS. NEW ROCHELLE IS CONTINUING ITS EFFORTS TO IMPROVE THE EDUCATIONAL SITUATION OF STUDENTS WITH SPECIAL LEARNING NEEDS. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," VOLUME 2, NUMBER 6, ISSUE 12, DECEMBER 1964-JANUARY 1965, P. 30-31. (NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: NEW YORK; New York (New Rochelle)