OE [publication]1966 |
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Page 290
... whose score was 52 . The overall variability ( or variance ) of these b e a с f $ 400 $ 450 $ 290 Table 3.13.16 . — Percentage distribution of replies of amount of disadvantage grows notably as the Relation of school factors to achievement.
... whose score was 52 . The overall variability ( or variance ) of these b e a с f $ 400 $ 450 $ 290 Table 3.13.16 . — Percentage distribution of replies of amount of disadvantage grows notably as the Relation of school factors to achievement.
Page 292
... variance is the sum of the squares of these distances . The next step is to construct a slant line in such a way that the squares of the vertical dis- tances of the points from the slant line are collectively as small as possible . The ...
... variance is the sum of the squares of these distances . The next step is to construct a slant line in such a way that the squares of the vertical dis- tances of the points from the slant line are collectively as small as possible . The ...
Page 293
... variance . As table 3.21.1 shows , the percent of variance that lies between schools is slightly greater for the " ability " tests than for the " achievement " tests . As the table shows , school - to - school variance is generally ...
... variance . As table 3.21.1 shows , the percent of variance that lies between schools is slightly greater for the " ability " tests than for the " achievement " tests . As the table shows , school - to - school variance is generally ...
Page 294
... variance explained in reading comprehension is reduced proportionately more by controlling for verbal ability than is the variance in verbal ability re- duced by controlling for reading comprehension . 5. One may ask finally whether ...
... variance explained in reading comprehension is reduced proportionately more by controlling for verbal ability than is the variance in verbal ability re- duced by controlling for reading comprehension . 5. One may ask finally whether ...
Page 295
... variance expressed as percent of both variance com- ponents at each grade level . Averages for Mexican Americans , Puerto Ricans , Indian Americans , Orien- tal Americans , Northern and Southern Negroes , and Northern and Southern ...
... variance expressed as percent of both variance com- ponents at each grade level . Averages for Mexican Americans , Puerto Ricans , Indian Americans , Orien- tal Americans , Northern and Southern Negroes , and Northern and Southern ...
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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.