...«^ ^2 CD (Л с 0 — CO «i 50 » 8 £ 2 * 's § lí 0 С ел : g - U- л Sí ! •< P«. ) i « books per pupil in their libraries; their textbooks...more relevant than some others, such as cafeterias, hi which minority groups are at an advantage. •«• Usually greater than the majority-minority dif-ferences,...

...£ Tpxt.s iinHpr -1 УРЯГЯ nid » 8 £ 2 * 's § lí 0 С ел : g U л Sí ! •< P«. ) i « books per pupil in their libraries; their textbooks...more relevant than some others, such as cafeterias, hi which minority groups are at an advantage. •«• Usually greater than the majority-minority differences,...

...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." » The quality of education offered by ghetto schools is diminished by use of curricula and materials...

...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.62 To compound the problem, educational material presented to ghetto youth is often unrelated...

...achievement : they have less access to physics, chemistry, and language laboratories: there are fewer books per pupil in their libraries ; their textbooks...regional differences. Table 2, for example, shows that !>5 percent of Negro and 80 percent of white high school students in the metropolitan Far West attend...

...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." 22 The quality of education offered by ghetto schools is diminished by use of curricula and materials...