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ERIC Number: ED033263
Record Type: Non-Journal
Publication Date: 1969-Dec
Pages: 21
Abstractor: N/A
Reference Count: N/A
Immigrants and the Schools: A Review of Research. ERIC-IRCD Urban Disadvantaged Series, Number 8.
Cohen, David K.
This study compares various measures of school performance for immigrant and native white children, in approaching the question of schooling and social mobility. Research on the following is evaluated: (1) surveys of school retardation carried out at the turn of the century, (2) differences in retardation rates between children from English and non-English-speaking countries, (3) rank order of nationalities for high school and elementary school completion, (4) rank order of nationalities in IQ tests among elementary and high school children, (5) relation between ethnicity and high school selection, and (6) importance of ethnicity and class to educational achievement among immigrants. The evidence presented suggests that pupils from many immigrant groups were much more likely to be retarded than their native white schoolmates, more likely to make low scores on IQ tests, and a good deal less likely to remain in high school. There was, however, a good deal of variability in immigrant children's educational attainment: some groups (Jewish) did as well or better than the average for native whites, and others (central and southern European non-Jewish, and to a lesser extent, Irish) much worse. (RJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.