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ERIC Number: ED133658
Record Type: RIE
Publication Date: 1976
Pages: 11
Abstractor: N/A
Reference Count: 0
The Impact of Desegregation on Achievement Test Scores of Black and White Students in Rural and an Urban County: Implications for Counseling.
Smith, Annie D.; Johnson, Constance
This study's findings are consistent with the views and findings of others, such as Hansen(1960), Coleman (1966), and Maynor and Katzenmeyer (1974). Also, this study as well as others explicitly demonstrate to educators and those of us in the helping professions, such as school counselors and counselor educators, that the most studied group of people in our two hundred years of freedom from England blacks, are still educational achievement laggers when academic achievement is assessed by traditional techniques. Desegregation has been no panacea for the non-White and poor white child in a middle class, Anglo Saxon oriented educational system, the reason being that blacks, other minority groups,and poor whites continually demonstrate a lower level of performance on standardized tests. To say that the aforementioned groups' scores on such assessment measures are better than they were when segregation was vogue says very little. It is only a manifestation of educational malignant oblivion. Being better off but still not quite as intellectually astute as one's peers does not enhance positive self concepts nor does it facilitate marketability in our competitive world of work. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Personnel and Guidance Association (Chicago, Illinois, April 11-14, 1976)