ERIC Number: ED045319
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
Factors of Educational Success in Reading: Disadvantaged Areas.
New York State Education Dept., Albany. Office of Research, Planning, and Evaluation.
A joint study was undertaken by the Board of Education of the City of New York and the New York Education Department to compare pupil achievement in reading in selected schools in disadvantaged areas. Methods and procedures, administrative leadership, school-community relations, pupil attitudes, and staff attitudes were compared using standardized tests, projective techniques, and informal ratings. Results of the study showed that differences existed in all of these areas between those deprived schools in which pupils achieved well and those in which pupils were lacking in achievement. High-achieving schools seemed to be those which had greater numbers of middle-class Negroes, which were stocked with more materials, which had more independent and autonomous teachers, and which had more informal organization with less authoritarian administrations. Tables, questionnaires, interview guides, and observation guides are included. (MS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: New York State Education Dept., Albany. Office of Research, Planning, and Evaluation.