A Study of Our Nation's Schools. A Working Paper.

Autor/inn/en	Mayeske, George W.; und weitere
Institution	Office of Education (DHEW), Washington, DC.
Titel	A Study of Our Nation's Schools. A Working Paper.
Quelle	(1969), (909 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Administrator Characteristics; Educational Facilities; Educational Programs; Minority Groups; School Personnel; School Policy; Schools; Social Background; Socioeconomic Influences; Student Attitudes; Students; Teacher Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsstätte; Ethnische Minderheit; Schulpersonal; Schulpolitik; School; Schule; Sozioökonomischer Faktor; Schülerverhalten; Student; Schüler; Schülerin; Studentin
Abstract	A study of educational opportunities of minority groups was conducted to discover what characteristics of the nation's schools are most closely related to school outcomes. Data came from a 1965 survey commissioned by Congress. A 5 percent stratified cluster sample, from the nation's public elementary and secondary schools, was used to select the subjects: about 650,000 students (over 40 percent from minority groups) from 4,000 schools with their teachers, principals, and superintendents. Test and questionnaire items were grouped into indices that were divided into three groups: student's social background, school's characteristics, and school's outcomes. Regression analysis and partition of multiple correlation were used to pursue the main questions. Major findings: The influence of the school cannot be separated from that of the student's social background and vice versa. Schools exert a greater influence, in terms of both attitude and achievement, on students who have relatively high socioeconomic status, are either white or Oriental-American, and come from homes where both parents are still living together. A school's physical facilities seem unimportant compared with its personnel. The most important personnel characteristic is experience of racially imbalanced educational settings. School outcomes become increasingly related to the 31 school indices the longer the student stays in school. (Complete findings and supporting data are included.) (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01