ERIC Number: ED048393
Record Type: RIE
Publication Date: 1970-Dec
Reference Count: 0
Do Pupil Race and/or School Racial Balance Affect Academic Performance? Bulletin; December 1970.
Laurent, James A.
The purpose of this study is to discover the effects of pupil race and racial balance in schools on educational achievement. A brief review of pertinent background factors and related research literature is presented, followed by an explanation of the study itself. Subjects were one hundred and sixty black and white students in the Tacoma, Washington, public schools, who ranged from primary to junior high school levels. Of the 96 four-group comparisons of variables, 32 at each level, only four showed significant differences. Three of the four were racial effects, Caucasians scoring higher than Negroes in primary mathematics, intermediate language arts, and intermediate composite. No school effects were indicated at any level. The sole interaction effect indicated that Caucasians in nonsegregated schools scored higher than Caucasians in de facto segregated schools on the primary composite. Results of the study suggest that neither pupil race nor racial composition of school per se, considered alone or interactively, seemed to have a substantial effect on academic performance when other relevant variables were controlled. (Author/JW)
Descriptors: Academic Achievement, Black Students, Desegregation Effects, Racial Attitudes, Racial Differences, Racial Integration, Racial Relations, School Desegregation, Whites
Oregon School Study Council, College of Education, University of Oregon, Eugene, Oregon ($2.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Oregon School Study Council, Eugene.
Identifiers: Washington; Washington (Tacoma)