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ERIC Number: ED019373
Record Type: Non-Journal
Publication Date: 1967-May
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
STUDIES OF SCHOOL DESEGREGATION AND ACHIEVEMENT, A SUMMARY.
BERKOWITZ, MORRIS I.
THIS REVIEW OF THE LITERATURE ON THE RELATIONSHIP BETWEEN SCHOOL DESEGREGATION AND NEGRO AND OTHER MINORITY-GROUP ACHIEVEMENT FOCUSES PRIMARILY ON SOCIAL FACTORS AFFECTING SCHOOL PERFORMANCE. THE COLEMAN AND THE U.S. COMMISSION ON CIVIL RIGHTS REPORTS AND OTHER DETAILED STUDIES OF DESEGREGATED EDUCATION ARE SUMMARIZED. IT IS CONCLUDED THAT THE EVIDENCE IS OVERWHELMING THAT , IN NORTHERN URBAN AREAS PARTICULARLY, MORE THAN TOKEN SCHOOL INTEGRATION RESULTS IN CLEAR-CUT IMPROVEMENT IN THE ACHIEVEMENT OF NEGROES AND IMPROVES THEIR SOCIAL-PSYCHOLOGICAL WELL-BEING. THERE IS NO EVIDENCE IN THESE STUDIES TO SHOW THAT THE PERFORMANCE OF WHITE STUDENTS IS ADVERSELY AFFECTED BY INTEGRATION. ALSO, RACIAL SEGREGATION IS MORE IMPORTANT THAN SOCIAL CLASS SEGREGATION IN DEPRESSING NEGRO EDUCATIONAL ACHIEVEMENT, AND NEGRO CHILDREN SUFFER SERIOUS HARM FROM RACIALLY SEGREGATED PUBLIC EDUCATION. SEVERAL STUDIES QUESTION THE VALUE OF COMPENSATORY EDUCATION PROGRAMS AT THEIR PRESENT LEVEL OF FUNDING. A SELECTED BIBLIOGRAPHY IS INCLUDED. (NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Commission on Human Relations, Pittsburgh, PA.