ERIC Number: ED204443
Record Type: RIE
Publication Date: 1981-Apr-27
Reference Count: 0
Does Changing School Environments Change the Academic Performance of Minority Students? Revised.
Frelich, Alan; Anderson, Barry D.
This paper describes a study that was conducted in the St. Louis elementary schools to examine the effects of environmental changes accompanying the relocation of black students to new schools. Students' academic gain in the year prior to relocation was compared with their growth rate in the year following relocation. The study produced five major findings: (1) increases in classroom mean achievement levels had a positive impact on black students' academic growth patterns; (2) moves to majority black classrooms improved academic growth rates, while moves to majority white classrooms depressed academic growth rates; (3) the optimal move for a black student originating in a majority black classroom was one in which the receiving classroom was between 50 percent and 95 percent black and had a higher level of academic performance than the sending classroom; (4) high achieving students tended to experience larger academic gains in receiving schools than in their sending schools, while low achieving students has smaller gains in their receiving as opposed to their sending schools; and (5) changes in teachers' education and experience, and teacher pupil ratios did not appear to be strongly related to academic growth. Limitations of the research are discussed at length and implications for administrative policy are suggested. (Author/APM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: Missouri (Saint Louis)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April, 1981).