OE [publication]1966 |
From inside the book
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Page 25
... race and region , fall 1965 1 New England Mideast Great Lakes Plains South Southwest Rocky Mountains Far West Total Majority Negro .... 313 , 514 781 , 112 821 , 999 375 , 043 778 , 472 434 , 005 175,000 2 , 216 552 , 153 30 , 226 30 ...
... race and region , fall 1965 1 New England Mideast Great Lakes Plains South Southwest Rocky Mountains Far West Total Majority Negro .... 313 , 514 781 , 112 821 , 999 375 , 043 778 , 472 434 , 005 175,000 2 , 216 552 , 153 30 , 226 30 ...
Page 30
... race of students were kept , thereby making any evaluation of the procedure subjective only . Superintendents , principals , and school boards sometimes respond by declaring racial records themselves to be a mark of discrimination . A ...
... race of students were kept , thereby making any evaluation of the procedure subjective only . Superintendents , principals , and school boards sometimes respond by declaring racial records themselves to be a mark of discrimination . A ...
Page 33
... racial balance were violations of the Constitution and that race could not be considered as a factor in school districting . Ap- parently previous racial concentration , aided by districting , had not been so regarded , yet attempts at ...
... racial balance were violations of the Constitution and that race could not be considered as a factor in school districting . Ap- parently previous racial concentration , aided by districting , had not been so regarded , yet attempts at ...
Page 40
... racial composition is to find the percent of students of a race in schools in which they are the majority race . Almost all white pupils in both grades 1 and 12 are in schools where they are a majority . The percentage rises to within a ...
... racial composition is to find the percent of students of a race in schools in which they are the majority race . Almost all white pupils in both grades 1 and 12 are in schools where they are a majority . The percentage rises to within a ...
Page 66
Children were classified by race and ethnicity on the basis of their responses to questionnaire items . Because of ... racial and ethnic groups and the other table deals with the availability to Negroes and whites in different regions of ...
Children were classified by race and ethnicity on the basis of their responses to questionnaire items . Because of ... racial and ethnic groups and the other table deals with the availability to Negroes and whites in different regions of ...
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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.