NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED218390
Record Type: RIE
Publication Date: 1982-Mar
Pages: 176
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Study of Discrepant Reading Achievement of Minority and White Students in a Desegregating School District: Phase One, Two and Three.
Zafirau, James; Fleming, Margaret
This study investigated disparities in reading performance among minority and white students in an urban school district undergoing desegregation in 1980-81. Phase one compared minority and white students on reading comprehension test performance. It was found that white students performed significantly higher on the test than minority students, and schools differed significantly on overall average test scores. Phase two ranked a number of secondary schools according to the magnitude of discrepancy in white versus minority reading scores in a school, and compared the top 25 percent with the bottom 25 percent of the schools on several school climate indicators. Results showed that the white-minority disparity tended to decrease between pretest and posttest in the least discrepant schools while that in the most discrepant schools tended to increase, and that the least discrepant schools differed from the most discrepant schools in only one (suspension due to school disruption) out of 62 variables examined. Phase three compared students who gained seven or more reading test points and those who lost seven or more points between pretest and posttest on poverty, race, sex, and other characteristics. The third phase also developed a predictive model for reading achievement based on the variables examined in the study. Tables, figures, and appendices provide extensive, supplementary statistical data to this report. (MJL)
Publication Type: Reports - Research; Speeches/Meeting Papers; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cleveland Public Schools OH
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982).