ERIC Number: ED030199
Record Type: Non-Journal
Publication Date: 1968-Oct
Reference Count: N/A
Some Hypothetical Experiments on Variations in School Components and Selected Educational Outcomes.
McPartland, James; Sprehe, J. Timothy
To assess the effect of inequalities in school resource inputs on student achievement, a model is proposed which uses hypothetical experiments to compare, on the one hand, the average achievement of student groups with their present school resources and, on the other hand, estimates of their average achievement after their school inputs are changed in specific hypothetical ways. Multiple regression analysis was performed with data gathered separately for Negro and white students in grades 6, 9, and 12, from which the Northern and Southern regions of the country. For each group under examination, the following clusters of school resources were changed to be the same as those held by students in another or by students of another race: (1) School facilities and programs, (2) school teaching staffs, and (3) characteristics of fellow students in the school. In general, changes in the composition of the student body were found to be the most important influence affecting student achievement, while school facilities ranked as the least important. The inequalities of total school resources were found to be greater between races within regions than between regions for a given race. (JH)
Descriptors: Academic Achievement, Achievement Gains, Black Achievement, Educational Facilities, Educational Opportunities, Educational Quality, Educational Resources, Equal Education, Family Characteristics, Northern Schools, School Desegregation, Socioeconomic Influences, Southern Schools, Student Characteristics, Teacher Characteristics
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.