ERIC Number: ED215063
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
The Effect of Court-Ordered Desegregation on Minority Students' Achievement: There's No Place Like Home.
Carsrud, Karen Banks; Burleson, Joseph A.
Previous research shows that school desegregation has had both positive and negative effects on students, and that desegregation effects have been variously determined by the type of desegregation, the desegregation methods used, and the region in which desegregation was implemented. A study of the effects of court-ordered desegregation on minority students in the Austin, Texas, Independent School District compared student achievement gains as a function of ethnic group (white, black, or Hispanic) and reassignment status (reassigned or nonreassigned) of urban school children in grades two through eight. Results indicated that in five out of seven grade levels, reassigned minority students made smaller gains in both reading and mathematics than their nonreassigned peers. In contrast, reassigned white students gained more than their nonreassigned peers in five out of seven levels in mathematics and in four out of seven levels in reading. The findings suggest that the proportion of minority students in a class and the issues of white flight and culture shock may influence differential achievement gains among students. It is further suggested that massive busing of either white or minority students may not be the most efficient way to enhance minority student achievement. (Author/MJL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Austin Independent School District TX
Note: Paper presented at the Annual Meetinq of the American Educational Research Association (New York, NY, March, 1982); for a related document, see ED 204 433.