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ERIC Number: ED241671
Record Type: RIE
Publication Date: 1984-May
Pages: 227
Abstractor: N/A
School Desegregation and Black Achievement.
Cook, Thomas; And Others
Seven papers commissioned by the National Institute of Education in order to clarify the state of recent knowledge about the effects of school desegregation on the academic achievement of black students are contained in this report. The papers, which analyze 19 "core" empirical studies on this topic, include: (1) "What Have Black Children Gained Academically from School Integration? Examination of the Meta-Analytic Evidence," by Thomas D. Cook; (2) "The Evidence on Desegregation and Black Achievement," by David J. Armor; (3) "Is Nineteen Really Better Than Ninety-Three?" by Robert L. Crain; (4) "School Desegregation as a Social Reform: A Meta-Analysis of Its Effects on Black Academic Achievement," by Norman Miller and Michael Carlson; (5) "Blacks and 'Brown': The Effects of School Desegregation on Black Students," by Walter G. Stephan; (6) "Desegregation and Education Productivity," by Herbert J. Walberg; and (7) "School Desegregation and Black Achievement: An Integrative View," by Paul M. Wortman. The 19 core studies examined in these papers were selected, based on their content and quality, from 157 works that looked at black students' academic achievement in desegregated schools. Authors of the selected works are Lewis V. Anderson, Jerome Baker, Orrin H. Bowman, Patricia M. Carrigan, El Nadel Clark, Charles L. Evans, E. F. Iwanicki and R. K. Gable, Robert Stanley Klein, M. A. Laird and G. Weeks, George J. Rentsch, L. W. Savage, Daniel S. Sheehan, Irene W. Slone, Lee Rand Smith, the Syracuse City School District, E. W. Thompson and U. Smidchens, D. W. Van Every, Herbert J. Walberg, and Stanley M. Zdep. (GC)
Publication Type: Collected Works - General; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Inst. of Education (ED), Washington, DC.
Grant or Contract Numbers: N/A
Note: Also printed separately as ED 238 999-239 005; Several pages have small, marginally legible print.