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ERIC Number: ED037398
Record Type: RIE
Publication Date: 1970-Feb
Pages: 30
Abstractor: N/A
Reference Count: 0
Teacher Attributes and Social Achievement.
Mayeske, George W.
A recently issued report entitled "A Study of Our Nation's Schools" (Mayeske, 1959, SP 003 563) utilized the Educational Opportunities Survey data collected by direction of Congress in 1965. A large number of variables were reduced into a fewer number of indices for use in regression analysis. A technique for the partition of multiple correlation showed that for achievement, very little of the influence of the schools can be separated from the social background of their students, and vice versa. Those aspects of the schools most involved in student achievement pertained to the teaching staff's verbal skills, racial-ethnic composition, salary level, special staff and services, and their view of their teaching conditions. The existence of a dominant color-caste system in the preparation of teachers was discovered. Although schools play an important role in promoting achievement for all students, students from the higher socioeconomic status, mostly white, were found to benefit more from their schooling than those from the lower socioeconomic strata, many non-white. Innovations must be tried that would break these social background barriers. (Steps employed in reducing variables into indices and the utilization of indices in regression analysis are described. Appendixes contain lists of the student, teacher, principal, and school indices, give definition of sets of variables, and describe the development of measures of commonality for three sets of variables.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Bureau of Educational Personnel Development Conference, "How Do Teachers Make a Difference?" Washington, D.C., February 1970