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ERIC Number: ED173486
Record Type: RIE
Publication Date: 1979-Apr
Summative Analysis of Longitudinal Student Achievement Data in a Desegregated School District.
Pascarella, Ernest T.; And Others
This study investigates the family and school influences on reading and mathematics achievement for students in a voluntarily desegregated school district. General findings suggest that the best main-effects predictors of both reading and mathematics achievement are prior levels of achievement in each area. However, further analysis of the data indicate that the influence of such variables as prior achievement, student race, teacher race and student achievement vary with other student characteristics. This analysis also suggests that high ability, low socioeconomic students and high ability black students derive the greatest relative benefit and that exposure to white teachers is most beneficial for low socioeconomic level students. Based on these findings, it would appear that the voluntary desegregation of this particular school had no adverse influence on the achievement of either black or non-black students. In fact, a descriptive analysis suggests that achievement gains for both black and non-black students compare favorably with a national norm group. (Author/EB)
Descriptors: Academic Achievement, Achievement Gains, Black Students, Conference Reports, Desegregation Effects, Family Influence, Mathematics, Racial Factors, Reading Achievement, School Desegregation, School Responsibility, Secondary Education, Socioeconomic Influences, Student Characteristics, Teacher Influence, Voluntary Desegregation, White Students
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: Illinois Univ., Chicago. Coll. of Education.; Illinois State Office of Education, Springfield.
Authoring Institution: N/A
Note: Paper presented at the American Educational Research Association Conference (San Francisco, California, April 1979)