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 22
... groups , the relative decline is negligible ; for others , it is large . Furthermore , a constant difference in standard deviations over the various grades represents an increasing difference in grade level gap . For ex- ample , Negroes ...
... groups , the relative decline is negligible ; for others , it is large . Furthermore , a constant difference in standard deviations over the various grades represents an increasing difference in grade level gap . For ex- ample , Negroes ...
Page 27
... groups , although the differences are again small . No account is taken in these tabulations of the fact that the various groups of pupils may have come from different backgrounds . When such account is taken by simple cross ...
... groups , although the differences are again small . No account is taken in these tabulations of the fact that the various groups of pupils may have come from different backgrounds . When such account is taken by simple cross ...
Page 28
... groups and of minority group teachers , their location and mobility , has made assessment of the equality of educational op- portunity difficult . In one city , for example , after a free transfer plan was initiated , no records as to ...
... groups and of minority group teachers , their location and mobility , has made assessment of the equality of educational op- portunity difficult . In one city , for example , after a free transfer plan was initiated , no records as to ...
Page 38
... groups . Each graph shows the percent of pupils in a given group in schools with a racial composition of 0-10 percent , 10-20 percent , 20-80 percent , and 90-100 percent pupils of that same group . For example , figure 2.14.1 shows ...
... groups . Each graph shows the percent of pupils in a given group in schools with a racial composition of 0-10 percent , 10-20 percent , 20-80 percent , and 90-100 percent pupils of that same group . For example , figure 2.14.1 shows ...
Page 64
... groups , and also because a child was classified as Negro or white only if he did not check that he was Puerto Rican or Mexican - American on the question referring to ethnicity . It is probably greatest for Puerto Ricans and Mexican ...
... groups , and also because a child was classified as Negro or white only if he did not check that he was Puerto Rican or Mexican - American on the question referring to ethnicity . It is probably greatest for Puerto Ricans and Mexican ...
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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 Control and region desegregation designated quarter-percent differences elementary schools enrollment future teachers grade 12 Head Start high school Indian Americans Item Question number kindergarten 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 nonwhite North and West Oriental Americans participants percent Negro principals Private institutions proportion Public institutions Puerto Ricans Question number North questionnaire race racial composition Rocky Mountains sample schools attended secondary schools South and Southwest South____ STANDARDIZED SCORE student body students in designated survey booklet Table teaching test scores tions 1st 2d variables variance variance accounted verbal W N W(N W(OR West South Southwest white and Negro White Negro white pupils white students
Popular passages
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 572 - 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 705 - 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 313 - 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 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 41 - Illinois, Indiana, Michigan, Ohio, Wisconsin Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota...
Page 468 - 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...