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ERIC Number: ED057120
Record Type: Non-Journal
Publication Date: 1971
Pages: 297
Abstractor: N/A
Factors Contributing to Adjustment and Achievement in Racially Desegregated Public Schools; Renewal Proposal (1971); Original Proposal, June 1, 1967 -- May 31, 1972; Progress Report, 1968; and, Progress Report, 1969.
Gerard, Harold B.; Miller, Norman
In 1966, an intensive assessment of the busing program in Riverside, California, was implemented to achieve the complete desegregation of the school district. The sample consists of all elementary school students who were bused from the ghetto schools as well as a sample of white children in the receiving schools. The first measurements were taken in 1966, just prior to the implementation of the busing program. There were actually three different busing dates, a source of both problems and the opportunity for making various comparisons. The availability of such built-in controls is important since a basic ingredient for a true assessment of desegregation effects was lacking: namely, a matched school district that did not desegregate. Post-measurements were taken in the spring of 1967, one year after the majority of the children had been desegregated, in the spring of 1969, and most recently in the spring of 1971. The approach taken examines the causal nexus for individual variability within the classroom and within the school. In 1969, a sample of kindergarten children was included, and reassessed in the most recent testing. In 1971, an additional sample of kindergarteners was included. The data from these new samples make possible the assessment of the effects of the recent changes in race relations and other events affecting the community at large on the child's home environment. (JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Riverside Unified School District, CA.; California Univ., Riverside.
Identifiers - Location: California