Table 1.-Percent (except where average specified) of pupils in elementary schools having the school characteristic named at left, fall 1965 Metropolitan Characteristic South South- West MA PR ΙΑ OA Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Ma j. 20 31 18 21 39 43 38 30 38 19 27 20 14 15 22 64 73 66 382 59 57 66 61 63 60 majority or white. NOTE: In this Summary section, the group identifications are abbreviated as follows: MA-Mexican American; PR-Puerto Rican; IA-Indian American; OA-Oriental American; Neg.-Negro; and Maj. 223-741 - 66 - 2 Table 2.-Percent (except where average specified) of pupils in secondary schools having the school characteristic named at left, fall 1965 Characteristic OA Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Whole Nation 41 60 53 20 to 40 years.. 40 31 35 32 26 At least 40 years-- 11 28 15 26 29 18 21 38 3 15 234 Average pupils per room. 32 33 29 32 34 31 27 30 35 28 22 20 35 28 54 33 30 34 28 53 79 56 46 19 Auditorium 57 68 49 66 49 46 32 27 21 36 56 68 77 72 51 44 49 40 67 57 72 45 Cafeteria. 72 80 74 81 72 65 55 41 65 78 78 97 88 73 55 54 77 97 75 63 77 79 Gymnasium 78 88 70 83 64 74 51 52 38 63 71 71 90 90 75 76 52 80 70 77 99 95 Shop with power tools.. 96 88 96 98 89 96 97 85 96 90 88 91 67 97 99 100 90 89 92 97 100 100 Biology laboratory. 95 84 96 96 93 99 87 85 88 93 96 83 94 100 99 95 100 100 97 100 100 Chemistry laboratory 96 99 99 94 98 98 97 85 91 92 95 99 99 100 100 94 100 100 97 100 100 Physics laboratory. 90 83 90 97 80 94 80 90 63 83 74 93 92 99 94 96 83 100 96 97 76 100 Language laboratory. 57 45 58 75 49 56 32 24 17 38 19 47 79 68 57 48 72 69 97 95 80 Infirmary. 65 77 77 69 70 75 47 56 53 45 23 47 96 99 70 83 83 83 74 85 71 87 Full-time librarian. 84 93 85 98 87 83 53 58 69 76 67 61 97 99 99 94 96 99 71 63 100 99 9279 78 88 70 62 42 53 51 43 94 92 98 67 39 58 34 98 97 99 86 90 96 85 95 99 99 79 91 97 100 94 99 98 100 69 97 94 57 96 96 Texts under 4 years old.. 58 68 65 55 61 62 77 56 64 54 73 66 55 59 51 67 56 65 82 99 59 67 Average library books per pupil. – 8. 1 6.2 6. 4 5. 7 4.6 5.8 4. 5 6. 3 4. 06. 1 8. 1 14. 8 3. 85. 3 3.5 4. 8 4. 5 5.7 5.6 3.7 6. 5 6.3 Free lunch program. 66 80 63 75 74 62 58 54 89 88 61 82 66 52 74 6379 79 89 52 47 54 are less often in sufficient supply. To the extent that physical facilities are important to learning, such items appear to be more relevant than some others, such as cafeterias, in which minority groups are at an advantage. Usually greater than the majority-minority differences, however, are the regional differences. Table 2, for example, shows that 95 percent of Negro and 80 percent of white high school students in the metropolitan Far West attend schools with language laboratories, compared with 48 and 72 percent, respectively, in the metropolitan South, in spite of the fact that a higher percentage of Southern schools are less than 20 years old. Finally, it must always be remembered that these statistics reveal only majority-minority average differences and regional average differences; they do not show the extreme differences that would be found by comparing one school with another. Programs Tables 3 and 4 summarize some of the survey findings about the school curriculum, administration, and extracurricular activities. The tables are organized in the same way as tables 1 and 2 and should be studied in the same way, again with particular attention to regional differences. The pattern that emerges from study of these tables is similar to that from tables 1 and 2. Just as minority groups tend to have less access to physical facilities that seem to be related to academic achievement, so too they have less access to curricular and extracurricular programs that would seem to have such a relationship. Secondary school Negro students are less likely to attend schools that are regionally accredited; this is particularly pronounced in the South. ~ Negro and Puerto Rican pupils have less access to college preparatory curriculums and to accelerated curriculums; Puerto Ricans have less access to vocational curriculums as well. Less intelligence testing is done in the schools attended by Negroes and Puerto Ricans. Finally, white students in general have more access to a more fully developed program of extracurricular activities, in particular those which might be related to academic matters (debate teams, for example, and student newspapers). example, 100 percent of Negro high school students and 97 percent of whites in the metropolitan Far West attend schools having a remedial reading teacher (this does not mean, of course, that every student uses the services of that teacher, but simply that he has access to them) compared with 46 percent and 65 percent, respectively, in the metropolitan South-and 4 percent and 9 percent in the nonmetropolitan Southwest. Principals and teachers The following tables (5, 6a, and 6b) list some characteristics of principals and teachers. On table 5, figures given for the whole Nation of all minorities, and then by region for Negro and white, refer to the percentages of students who attend schools having principals with the listed characteristics. Thus, line one shows that 1 percent of white elementary pupils attend a school with a Negro principal, and that 56 percent of Negro children attend a school with a Negro principal. Tables 6a and 6b (referring to teachers' characteristics) must be read differently. The figures refer to the percentage of teachers having a specified characteristic in the schools attended by the "average" pupil of the various groups. Thus, line one on table 6a: the average white student goes to an elementary school where 40 percent of the teachers spent most of their lives in the same city, town, or county; the average Negro pupil goes to a school where 53 percent of the teachers have lived in the same locality most of their lives. Both tables list other characteristics which offer rough indications of teacher quality, including the types of colleges attended, years of teaching experience, salary, educational level of mother, and, a score on a 30-word vocabulary test. The average Negro pupil attends a school where a greater percentage of the teachers appears to be somewhat less able, as measured by these indicators, than those in the schools attended by the average white student. Other items on these tables reveal certain teacher attitudes. Thus, the average white pupil attends a school where 51 percent of the white teachers would not choose to move to another school, whereas the average Negro attends a school where 46 percent would not choose to move. Table 3.-Percent of pupils in elementary schools having the characteristic named at left, fall 1965 Characteristic MA PR ΙΑ OA Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Assignment practice other than area or open. 5 12 6 1 Use of tracking.... 37 47 པ་ 40 34 44 36 36 Teachers having tenure.. 68 68 69 79 70 64 70 27 Table 4.-Percent of pupils in secondary schools having the characteristic named at left, fall 1965 Characteristic MA PR IA OA Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. Neg. Maj. | Neg. Maj. Neg. Maj. Whole Nation 57 76 55 81 53 52 35 87 65 61 9 81 66 62 57 46 65 63 62 100 97 25 60 82 64 78 72 81 87 55 74 73 46 12 75 62 86 59 37 34 64 14 98 98 |