Literaturnachweis - Detailanzeige
| Autor/inn/en | Easton, John Q.; Bennett, Albert |
|---|---|
| Titel | Some Effects of Voluntary Transfer on Predominantly Minority Sending Schools. |
| Quelle | (1989), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Administrator Attitudes; Desegregation Effects; Elementary Education; Elementary School Students; Minority Group Children; Principals; School Choice; Sex Differences; Transfer Students; Urban Areas; Urban Schools; Illinois (Chicago) |
| Abstract | The voluntary transfer policy that is part of the desegregation plan of the Chicago (Illinois) public schools appears to have negative effects on the "sending" schools that students elect to leave. Fourteen sending schools were selected for study from a population of 105 low-achieving, low-income, predominantly minority neighborhood elementary schools that participate in an effective schools project designed to improve achievement levels. Eleven of the schools are predominantly black; three are predominantly Hispanic. Data on the number and gender of the students who participated in voluntary transfer programs instead of attending the 14 schools were obtained from the school system's computer database. These students' individual scores on the Iowa Tests of Basic Skills (ITBS) were compared to the school medians of the sending schools. Each sending school principal was also interviewed concerning his/her perceptions of the program. Summary findings included the following: (1) about 4.9 percent of the total enrollment of the sending schools took advantage of the transfer policy; (2) the majority (56 percent) of the transfer students were female; (3) most of the transfer students scored significantly higher on the ITBS than those who remained in the sending schools; (4) the majority of principals felt that the transfer program created a two-tiered system that engendered unfavorable comparisons between neighborhood schools and special schools and had a negative effect on teacher morale. A list of five references is appended. (FMW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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