ERIC Number: ED219469
Record Type: RIE
Publication Date: 1982-Jun
Reference Count: 0
A Study of Discrepant Reading Achievement of Minority and White Students in a Desegregating School District: Phase IV.
Zafirau, James; Fleming, Margaret
This report presents supplementary findings of a study on disparities in reading test scores between white and minority students in Cleveland, Ohio, public schools. Phase four results indicate that: (1) proportions of declining reading scores were greatest in those grades where reassignment due to the desegregation plan and building structures was greatest; (2) lowest pretest scorers performed better on the posttest than students in general, suggesting the effectiveness of compensatory education programs for low achievers; (3) among the lowest pretest scorers, whites did better on the posttest than minorities; (4) the top third of students performed poorly on the pretest compared to the national norm but did better than expected when compared with the Cleveland Public Schools norm; (5) the middle group of students performed poorly on the pretest than predicted from overall student performance; (6) a special regression analysis yielded a statistically significant gain for whites but not for minorities, among students who had attended THINK, a remedial reading program; (7) THINK students who scored lowest on the pretest did better on the posttest than a comparable group of non-THINK students, but the reverse occurred for the highest scorers, suggesting that low performing white students benefitted most from THINK; (8) higher-achieving students out-migrated at a greater rate than lower achievers; and (9) family income was a more significant predictor of student out-migration than race. (MJL)
Descriptors: Achievement Gains, Compensatory Education, Desegregation Effects, Elementary Secondary Education, Family Income, Minority Groups, Predictor Variables, Racial Differences, Reading Achievement, Regression (Statistics), Remedial Instruction, School Desegregation, Transfer Students, Urban to Suburban Migration, White Students
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Cleveland Public Schools, OH.
Identifiers: Cleveland Public Schools OH
Note: For related document see ED 218 390.