ERIC Number: ED227198
Record Type: Non-Journal
Publication Date: 1982-Jun
Reference Count: N/A
Desegregation Plans That Raise Black Achievement: A Review of the Research.
Crain, Robert L.; Mahard, Rita E.
A meta analysis of 93 research reports on school desegregation and black achievement was conducted to determine (1) why the study results differed as to apparent desegregation effects; and (2) whether some desegregation plans produced greater achievement gains than others. An analysis indicated that inconsistencies in research findings were mainly due to two methodological flaws: the inability of most desegregation studies to focus on the earliest levels of schooling, where desegegation effects are most significant; and the absence of adequate control groups in most studies. Examination of reported desegregation effects showed that (1) desegregation produced greater gains for IQ scores than for achievement test scores; (2) achievement gains in successful desegregated schools were greater in reading and language arts for elementary school pupils and in science and social studies for high school students; and (3) the most successful desegregation plans were those that resulted in schools with a majority and more than a token number of blacks. Implications for theory, public policy, and educational research were drawn from the analysis. (Author/MJL)
Descriptors: Achievement Gains, Black Students, Control Groups, Curriculum Development, Desegregation Effects, Desegregation Plans, Elementary Secondary Education, Hispanic Americans, Intelligence Quotient, Language Arts, Policy Formation, Racial Composition, Research Methodology, Research Problems, School Desegregation, Socioeconomic Background
Rand Corporation, 1700 Main Street, Santa Monica, CA 90406 ($7.50).
Publication Type: Reports - Research; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Rand Corp., Santa Monica, CA.