The Effects of Desegregation on Student Achievement [electronic resource] : Some New Evidence From the Equality of Educational Opportunity Survey / Christopher Jencks and Marsha Brown.
The controversy over school segregation and student achievement has drawn heavily on evidence derived from the 1965 Equality of Educational Opportunity Survey (EEOS). This paper tries to remedy the two principal limitations of Coleman et al.'s original analysis of the EEOS data. Since the EEOS...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1973.
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MARC
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| 100 | 1 | |a Jencks, Christopher. | |
| 245 | 1 | 4 | |a The Effects of Desegregation on Student Achievement |h [electronic resource] : |b Some New Evidence From the Equality of Educational Opportunity Survey / |c Christopher Jencks and Marsha Brown. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 29 p. | ||
| 500 | |a ERIC Document Number: ED081890. | ||
| 520 | |a The controversy over school segregation and student achievement has drawn heavily on evidence derived from the 1965 Equality of Educational Opportunity Survey (EEOS). This paper tries to remedy the two principal limitations of Coleman et al.'s original analysis of the EEOS data. Since the EEOS was not a longitudinal study, we cannot compare the initial and final achievement of individual students at two points in time. We can, however, compare first and sixth graders in the same elementary schools. We can also compare ninth and twelfth graders in the same high schools. If we assume that the first graders entering a school in 1965 had test scores comparable to the sixth graders' scores when they entered the same school in 1960, we can determine whether the sixth graders' test scores rose or fell relative to national norms in the interval. We can do the same thing at the high school level. Such reanalysis has produced results suggesting that the test performance of students in 51-75 percent of white schools improved relative to national norms between first and sixth grade. This applied to both black and white students in such schools. Black students' performance relative to national norms seemed to decline slightly if they were in 76-100 percent white schools, and to remain constant if they were in 0-50 percent white schools. The racial composition of a high school did not appear to have had any appreciable effect on either black or white students' test scores between ninth and twelfth grades. (Author/JM) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Achievement Gains. |2 ericd. |
| 650 | 0 | 7 | |a Black Students. |2 ericd. |
| 650 | 1 | 7 | |a Desegregation Effects. |2 ericd. |
| 650 | 0 | 7 | |a Educational Opportunities. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Students. |2 ericd. |
| 650 | 0 | 7 | |a Longitudinal Studies. |2 ericd. |
| 650 | 1 | 7 | |a Racial Balance. |2 ericd. |
| 650 | 0 | 7 | |a Racial Differences. |2 ericd. |
| 650 | 0 | 7 | |a Racial Integration. |2 ericd. |
| 650 | 1 | 7 | |a School Desegregation. |2 ericd. |
| 650 | 0 | 7 | |a Secondary School Students. |2 ericd. |
| 650 | 0 | 7 | |a Surveys. |2 ericd. |
| 650 | 0 | 7 | |a White Students. |2 ericd. |
| 700 | 1 | |a Brown, Marsha. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED081890.pdf |z Full Text (via ERIC) |
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