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ERIC Number: ED219469
Record Type: RIE
Publication Date: 1982-Jun
Pages: 117
Abstractor: N/A
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)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Cleveland Public Schools, OH.
Identifiers: Cleveland Public Schools OH
Note: For related document see ED 218 390.