ERIC Number: ED048428
Record Type: RIE
Publication Date: 1970-Sep
Reference Count: 0
A Three Year Longitudinal Study to Assess a Fifteen Point Plan to Reduce Racial Isolation and Provide Quality Integrated Education for Elementary Level Pupils. Final Report and Abstract.
Rochester City School District, NY.
This study reported methodology and results of a longitudinal evaluation of elementary students. With segregated classroom settings used as controls, students were placed in each of the following experimental classroom types: (1) those with size reduced and compensatory features involving primary-level students in an all-black school; (2) those where intermediate grade black children were transferred to several receiving schools with all white enrollment; and, (3) those which brought white pupils into inner city schools and provided for voluntary transfer of inner city pupils to outer city schools. Findings of the study concluded that students in segregated settings (control) achieved less than did pupils in compensatory or integrated settings. (Author/DM)
Descriptors: Academic Achievement, Black Students, Compensatory Education, Data Analysis, Desegregation Effects, Elementary Education, School Desegregation, Suburban Schools, Transfer Programs, Urban Schools, White Students
Division of Planning and Research, City School District, 13 Fitzhugh St. S., Rochester, N.Y. 14614
Publication Type: N/A
Education Level: N/A
Authoring Institution: Rochester City School District, NY.