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ERIC Number: ED159265
Record Type: RIE
Publication Date: 1977-Feb-21
Pages: 120
Abstractor: N/A
Reference Count: 0
A Study of the Relationship of Racial Integration to Reading Achievement in Grades Two, Three, and Five in Alexandria, Virginia, City Public Schools.
Akin, James Paul
The study described attempted to determine the relationship of racial integration to reading achievement of black and white elementary students during 1973-1974, the first year of wide scale racial integration of Alexandria elementary schools. The research hypothesis was that the difference between reading achievement means of black and white students measured before integration would be equal to the difference between reading achievement means of these same students measured after integration in the absence of an effect, and unequal in the presence of an effect. An analysis of variance of the gain scores showed that the difference between black and white achievement had widened after integration, with blacks falling farther behind whites in comparison to the difference in reading before integration. An analysis of covariance at all three grade levels failed to show that race was not a significant factor in achievement differences after integration when initial black/white achievement differences in reading were controlled statistically. On the basis of these findings and of those of other studies reviewed, it is recommended that no further plans to alter the racial composition of Alexandria elementary schools be implemented unless and until it can be determined that such changes have a positive relationship to achievement. (Author/MC)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Virginia (Alexandria)
Note: Ed.D. Dissertation, George Washington University, Graduate School of Education; Not available in hard copy due to reproduction quality of the original document