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ERIC Number: ED248302
Record Type: RIE
Publication Date: 1983
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Student Achievement in An Integrated Setting. ECS Working Paper LEC-83-11.
Lines, Patricia
This paper reviews what is known about the impact on student achievement after schools are desegregated. The primary purpose of this review is to identify children that may be in need of special help during the transition to the desegregated environment and to determine the type of help needed to enhance their achievement. The use of test scores as an argument for or against desegregation is rejected; it is held that legal and historical imperatives alone require an end to past wrongs. Existing desegregation studies are noted to be often flawed, with methodological weaknesses and insufficient emphasis on classrooms. It is further noted that all too frequently, an integrated school has racially segregated classrooms. Given these caveats, however, the report concludes that desegregation does have a positive effect on achievement. This is especially true where integration occurs at the classroom level, rigid tracking is avoided, children gain access to integrated schooling at a very young age, and the program endures over time. These findings support the legal and historical arguments for continuation of efforts to racially integrate schools. (Author/GC)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.; Carnegie Corp. of New York, NY.; Ford Foundation, New York, NY.
Authoring Institution: Education Commission of the States, Denver, CO. Law and Education Center.
Identifiers: Coleman Report
Note: For other papers in this series, see UD 023 788-793.