OE [publication]1966 |
From inside the book
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Page 30
... examine the progress of integration in individual cities and towns , and illustrate prob- lems that have arisen not only in these communi- ties but in many others as well . The complete case studies are maintained on file at the Office ...
... examine the progress of integration in individual cities and towns , and illustrate prob- lems that have arisen not only in these communi- ties but in many others as well . The complete case studies are maintained on file at the Office ...
Page 36
... examined in summary form in section 8.2 . In addition to the outcome of school as measured by test results , another outcome of school is the extent of schooling itself . Many children do not complete high school ; this outcome of ...
... examined in summary form in section 8.2 . In addition to the outcome of school as measured by test results , another outcome of school is the extent of schooling itself . Many children do not complete high school ; this outcome of ...
Page 37
... examined the condition of school segregation in the community , and changes in that condition . From these case studies excerpts that illustrate general problems in school desegragation have been selected . These are presented in ...
... examined the condition of school segregation in the community , and changes in that condition . From these case studies excerpts that illustrate general problems in school desegragation have been selected . These are presented in ...
Page 66
... examining the availability of school facilities it is important to keep two points in mind , in addition to those ... examined separately for most purposes . A consequence of the noncomparability of these items is that they cannot be ...
... examining the availability of school facilities it is important to keep two points in mind , in addition to those ... examined separately for most purposes . A consequence of the noncomparability of these items is that they cannot be ...
Page 67
... examined in the regional tables to which we now turn . On the national level it appears in table 2.21.1 that there is no difference between Negroes and whites regarding the number of improvised or makeshift rooms in the schools attended ...
... examined in the regional tables to which we now turn . On the national level it appears in table 2.21.1 that there is no difference between Negroes and whites regarding the number of improvised or makeshift rooms in the schools attended ...
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Common terms and phrases
4th 1st ability group academic achievement answer sheet attend schools average Negro Average number average white background ber of institu blacken the circle Control and region desegregation designated quarter-percent differences elementary schools enrollment future teachers grade 12 graduate Head Start high school Indian Americans Item Question number Lakes and Plains less metropolitan and nonmetropolitan metropolitan South Mexican Americans minority groups Negro counselors Negro pupils Negro students Negro White Negroes and whites nonmetropolitan areas nonparticipants North and West North Atlantic___ Oriental Americans participants percent Negro principals Private institutions proportion Public institutions Puerto Ricans questionnaire race racial composition Rocky Mountains sample schools attended secondary schools South and Southwest South___ STANDARDIZED SCORE student body students in designated survey booklet teaching test scores tions 1st 2d variables variance variance accounted verbal W N W(N West South Southwest White Negro white pupils white students
Popular passages
Page 695 - Georgia 12. Hawaii 13. Idaho 14. Illinois 15. Indiana 16. Iowa 17. Kansas 18. Kentucky 19. Louisiana 20. Maine 21. Maryland 22. Massachusetts 23. Michigan 24. Minnesota 25. Mississippi 26. Missouri 27. Montana 28. Nebraska 29. Nevada 30. New Hampshire 31. New Jersey 32. New Mexico 33. New York 34. North Carolina 35. North Dakota 36. Ohio 37. Oklahoma 38.
Page 23 - The responses of pupils to questions in the survey show that minority pupils, except for Orientals, have far less conviction than whites that they can affect their own environments and futures.
Page 315 - That schools bring little-^ influence to bear on a child's achievement that is independent of his background and general social context...
Page 20 - What they measure are the skills which are among the most important in our society for getting a good job and moving up to a better one, and for full participation in an increasingly technical world.
Page iii - Congress, within two years of the enactment of this title, concerning the lack of availability of equal educational opportunities for individuals by reason of race, color, religion, or national origin in public educational institutions at all levels in the United States, its territories and possessions, and the District of Columbia.
Page 39 - Illinois, Indiana, Michigan, Ohio, Wisconsin Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota...
Page 22 - To put it another way, the achievement of minority pupils depends more on the schools they attend than does the achievement of majority pupils.
Page 633 - Manager— such as sales manager, store manager, office manager, factory supervisor, etc. Proprietor or owner— such as owner of a small business, wholesaler, retailer, contractor, restaurant owner, etc.
Page 21 - Thus, by this measure, the deficiency in achievement is progressively greater for the minority pupils at progressively higher grade levels. For most minority groups, then, and most particularly the Negro, schools provide little opportunity for them to overcome this initial deficiency; in fact they fall farther behind the white majority in the development of several skills which are critical to making a living and participating fully in modern society.
Page 546 - The standard error is primarily a measure of sampling variability, that is, of the variations that occur by chance because a sample rather than the whole of the population is surveyed.