OE [publication]1966 |
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Page ii
... Half & white white half Mostly nonwhite All nonwhite No Preference ( N ) Less than 10 % white students 0.9 1.7 27.4 4.3 0.0 65.8 ( 117 ) More than 10 % white students 0.0 10.5 36.8 0.0 0.0 52.6 ( 19 ) White teachers Less than 10 % white ...
... Half & white white half Mostly nonwhite All nonwhite No Preference ( N ) Less than 10 % white students 0.9 1.7 27.4 4.3 0.0 65.8 ( 117 ) More than 10 % white students 0.0 10.5 36.8 0.0 0.0 52.6 ( 19 ) White teachers Less than 10 % white ...
Page 8
... half the schools participated . More than 645,000 pupils in all were involved in the survey . About 30 percent of the schools selected for the survey did not participate ; an analysis of the nonpartici- pating schools indicated that ...
... half the schools participated . More than 645,000 pupils in all were involved in the survey . About 30 percent of the schools selected for the survey did not participate ; an analysis of the nonpartici- pating schools indicated that ...
Page 20
... 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 standardized so that the average over the national sample equaled 50 and the ...
... 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 standardized so that the average over the national sample equaled 50 and the ...
Page 23
... half of all Negro college students attend the largely segre- gated institutions in the South and Southwest . About 4.6 percent of all college students are Negro ( 11.5 percent of college - age persons are Negro ) . Following the three ...
... half of all Negro college students attend the largely segre- gated institutions in the South and Southwest . About 4.6 percent of all college students are Negro ( 11.5 percent of college - age persons are Negro ) . Following the three ...
Page 29
... half of their classmates were white . But in reading the rows from left to right , the increase is small and often those Negro pupils in classes with only a few whites score lower than those in totally segregated classes . Table 22 was ...
... half of their classmates were white . But in reading the rows from left to right , the increase is small and often those Negro pupils in classes with only a few whites score lower than those in totally segregated classes . Table 22 was ...
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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.