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 12
... participation rates were : in the metropolitan North and West , 72 percent ; metro- politan South and Southwest , 65 percent ; non- metropolitan North and West , 82 percent ; non- metropolitan South and Southwest 61 percent . All the ...
... participation rates were : in the metropolitan North and West , 72 percent ; metro- politan South and Southwest , 65 percent ; non- metropolitan North and West , 82 percent ; non- metropolitan South and Southwest 61 percent . All the ...
Page 22
... participation in an increasingly technical world . Consequently , a pupil's test results at the end of public school provide a good measure of the range of oppor- tunities open to him as he finishes school- a wide range of choice of ...
... participation in an increasingly technical world . Consequently , a pupil's test results at the end of public school provide a good measure of the range of oppor- tunities open to him as he finishes school- a wide range of choice of ...
Page 148
... participation in professional organizations . It is principally in the South and Southwest that teachers of Negroes have attended NSF , NDEA , and ESEA summer institutes proportionately more often than have teachers of whites . By ...
... participation in professional organizations . It is principally in the South and Southwest that teachers of Negroes have attended NSF , NDEA , and ESEA summer institutes proportionately more often than have teachers of whites . By ...
Page 218
... participation , for wise consumption . Such intellectual skills were far less important in the simpler rural society from which ours has grown , and , as in all such rural societies , the schooling to develop these skills was less ...
... participation , for wise consumption . Such intellectual skills were far less important in the simpler rural society from which ours has grown , and , as in all such rural societies , the schooling to develop these skills was less ...
Page 478
... participants in a social experiment and felt personally responsible . Many students rejected their parents ' biased viewpoints , perhaps in a spirit of rebellion . In any event , disciplinary problems of the sort experienced at Garfield ...
... participants in a social experiment and felt personally responsible . Many students rejected their parents ' biased viewpoints , perhaps in a spirit of rebellion . In any event , disciplinary problems of the sort experienced at Garfield ...
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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...