Equality of Educational Opportunity

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U.S. Department of Health, Education, and Welfare, Office of Education, 1966 - 1285 pages
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"OE-38001" and "OE-38001 (Supplement)""A publication of the National Center for Educational Statistics."Bound in 2 parts; the second part has special t.p.: Supplemental appendix to the survey; section 9.10/correlation tables.

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Page 25 - For example, a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the "school" factors together, is the extent to which an individual feels that he has some control over his own destiny.
Page 574 - OME cheerful day! part of my life, to me: For while thou view'st me, with thy fading light ; Part of my life doth still depart with thee ! And I still onward haste to my last night. Time's fatal wings do ever forward fly: So, every day we live, a day we die. But...
Page 707 - 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 14 - Nationally, Negro pupils have fewer of some of the facilities that seem most related to academic achievement : they have less access to physics, chemistry, and language laboratories: there are fewer books per pupil in their libraries ; their textbooks are less often in sufficient supply.
Page 23 - The first finding is that the schools are remarkably similar in the effect they have on the achievement of their pupils when the socioeconomic background of the students is taken into account. It is known that socioeconomic factors bear a strong relation to academic achievement. When these factors are statistically controlled, however, it appears that differences between schools account for only a small fraction of differences in pupil achievement.
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 25 - 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. When they do, however, their achievement is higher than that of whites who lack that conviction.
Page 41 - Illinois, Indiana, Michigan, Ohio, Wisconsin Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota...
Page 470 - Where such segregation exists it is not enough for a school board to refrain from affirmative discriminatory conduct. The harmful influence on the children will be reflected and intensified in the classroom if school attendance is determined on a geographic basis without corrective measures. The right to an equal opportunity for education and the harmful consequences of segregation require that school boards take steps...

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