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ERIC Number: ED070802
Record Type: Non-Journal
Publication Date: 1972-Aug-10
Pages: 163
Abstractor: N/A
Reference Count: N/A
School Effects Versus Family Background Effects on Verbal Ability: Testing Reliability of Coleman's Findings on Achievement. Final Report.
Rhodes, Albert Lewis; Sizemore, Ray
The relative importance of family background, student-body, and teacher characteristics on the reading skill of white and black teenage students in public and private schools was assessed. Data gathered by the Current Population Survey of the U. S. Bureau of the Census was used to replicate the analysis reported in Chapter three of "Equality of Educational Opportunity" by James S. Coleman. The dependent variable is a standardized reading test score. Family background is indicated by a combination of five measures: family income, occupation of head of household, father's education, mother's education, and mother's valuation of education as a means to success. Student-body characteristics include an average intelligence test score of all pupils in the school, percent of the student body behind grade level in reading achievement, percent of the student body enrolled in college preparatory curriculum, and percent having fathers employed in a white-collar occupation. There are six indicators of teacher quality. Three refer to all of the teachers in the school: percent with a masters degree, percent male, and percent in first year of teaching. Three refer to the individual pupil's English teacher: race, highest degree, and number of years of teaching experience. (Author/JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Florida State Univ., Tallahassee.