OE [publication]1966 |
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Page vi
... grade and 12th grade attend schools that are from 90 to 100 percent white . And 97 percent at grade 1 , and 99 percent at grade 12 , attend schools that are 50 percent or more white . For Negro pupils , segregation is more nearly ...
... grade and 12th grade attend schools that are from 90 to 100 percent white . And 97 percent at grade 1 , and 99 percent at grade 12 , attend schools that are 50 percent or more white . For Negro pupils , segregation is more nearly ...
Page 20
... grade and 12th - grade pupils on the tests used in those grades . For example , half of the white 12th - grade pupils had scores above 52 on the nonverbal test and half had scores below 52. ( Scores on each test at each grade level were ...
... grade and 12th - grade pupils on the tests used in those grades . For example , half of the white 12th - grade pupils had scores above 52 on the nonverbal test and half had scores below 52. ( Scores on each test at each grade level were ...
Page 21
... grades represents an increasing difference in grade level gap . For ex- ample , Negroes in the metropolitan Northeast are about 1.1 standard deviations below whites in the same region at grades 6 , 9 , and 12. But at grade 6 this ...
... grades represents an increasing difference in grade level gap . For ex- ample , Negroes in the metropolitan Northeast are about 1.1 standard deviations below whites in the same region at grades 6 , 9 , and 12. But at grade 6 this ...
Page 31
... Grade of first time with majority pupils. Nonenrollment rate , type of area , and region of residence Both sexes Male Female Total White Negro White Negro White Negro METROPOLITAN SOUTH Total not in college , 16-17 years . Nonenrollment ...
... Grade of first time with majority pupils. Nonenrollment rate , type of area , and region of residence Both sexes Male Female Total White Negro White Negro White Negro METROPOLITAN SOUTH Total not in college , 16-17 years . Nonenrollment ...
Page 32
... grade levels but not at others , the choice of high school grades rather than elementary grades has tended further to cut down on the number of Negroes choosing to transfer because of the reluctance to take extra risks close to ...
... grade levels but not at others , the choice of high school grades rather than elementary grades has tended further to cut down on the number of Negroes choosing to transfer because of the reluctance to take extra risks close to ...
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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.