Equality of Educational OpportunityJames S. Coleman, United States. Office of Education, National Center for Educational Statistics, National Center for Education Statistics U.S. Department of Health, Education, and Welfare, Office of Education, 1966 - 1285 pages "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 iii
... groups : Negroes , American Indians , Oriental Americans , Puerto Ricans living in the continental United States , Mexican Americans , and whites other than Mexican Americans and Puerto Ricans often called " majority " or simply " white ...
... groups : Negroes , American Indians , Oriental Americans , Puerto Ricans living in the continental United States , Mexican Americans , and whites other than Mexican Americans and Puerto Ricans often called " majority " or simply " white ...
Page 7
... groups , Negroes are by far the most segregated . tion Taking all groups , however , white children are most segregated . Almost 80 percent of all white pupils in 1st grade and 12th grade attend schools Su that are from 90 to 100 ...
... groups , Negroes are by far the most segregated . tion Taking all groups , however , white children are most segregated . Almost 80 percent of all white pupils in 1st grade and 12th grade attend schools Su that are from 90 to 100 ...
Page 13
... groups other than Negroes are presented only on a nationwide basis because down by regions . Facilities The two tables which follow ( table 1 , for ele- mentary schools , and table 2 , for secondary ) list certain school characteristics ...
... groups other than Negroes are presented only on a nationwide basis because down by regions . Facilities The two tables which follow ( table 1 , for ele- mentary schools , and table 2 , for secondary ) list certain school characteristics ...
Page 16
... groups are at an advantage . Usually greater than the majority - minority dif- ferences , however , are the regional differences . Table 2 , for example , shows that 95 percent of Negro and 80 percent of white high school students in ...
... groups are at an advantage . Usually greater than the majority - minority dif- ferences , however , are the regional differences . Table 2 , for example , shows that 95 percent of Negro and 80 percent of white high school students in ...
Page 22
... groups by tabulating nationwide median scores ( the score which divides the group in half ) for 1st - grade and 12th - grade pupils on the tests used in those grades . For example , half of the white 12th - grade pupils had scores above ...
... groups by tabulating nationwide median scores ( the score which divides the group in half ) for 1st - grade and 12th - grade pupils on the tests used in those grades . For example , half of the white 12th - grade pupils had scores above ...
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Common terms and phrases
ability group achievement answer sheet attend schools average Negro Average number average white background ber of institu classmates Control and region desegregation designated quarter-percent differences elementary schools enrollment future teachers grade 12 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 NONMETROPOLITAN-North And West nonparticipants nonwhite North and West North Atlantic___ Oriental Americans 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 Southwest WHITES 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 22 - 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 556 - 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 689 - 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 16 - 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 22 - 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 301 - That schools bring little influence to bear on a child's achievement that is independent of his background and general social context...
Page 22 - 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 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 37 - Illinois, Indiana, Michigan, Ohio, Wisconsin Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota...
Page 454 - 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...