Equal Educational Opportunities Act: Hearing, Ninety-second Congress, Second Session, on H.R. 13915, H.R. 13983, and H.R. 15299 ...U.S. Government Printing Office, 1972 - 127 páginas |
Términos y frases comunes
14th amendment academic achievement AFL-CIO appropriate grade level ARMOR aspirations assignment attendance Attorney average basis of race bill black and white black students Brown decision bused students busing program changes Coleman color committee compensatory education CONGRESS THE LIBRARY control group court orders denial of equal desegregation Detroit dual school system educa educational agency educationally effect equal educational opportunity equal protection equality of educational ethnic Federal findings forced busing Full cross-section funds high schools implementation inner city integration policy model junior high LIBRARY OF CONGRES LIBRARY OF CONGRESS magnet schools METCO program Mexican-American national origin Negro percent PEYSER portunities problem public schools PUCINSKI pupil quality education QUIE racial balance racial integration remedies school districts school integration segregation self-concept significant social tion tional Title United VEYSEY voluntary White Plains white students
Pasajes populares
Página 38 - To separate children from others of similar age and qualifications solely because of their race generates a feeling of inferiority äs to their Status in the Community that may affect their hearts and minds in a way unlikely ever to be undone ... We conclude that in the field of public education, the doctrine of 'separate, but equal
Página 41 - Prejudice . . . may be reduced by equal status contact between majority and minority groups in the pursuit of common goals. The effect is greatly enhanced if this contact is sanctioned by institutional supports (ie, by law, custom, or local atmosphere), and if it is of a sort that leads to the perception of common interests and common humanity between members of the two groups.
Página 10 - ... the transfer by an educational agency, whether voluntary or otherwise, of a student from one school to another if the purpose and effect of such transfer is to increase segregation of students on the basis of race, color, or national origin among the schools of such agency ; or (f) the failure by an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.
Página 42 - That schools bring little-^ influence to bear on a child's achievement that is independent of his background and general social context; and that this very lack of an independent effect means that the inequalities imposed on children by their home, neighborhood, and peer environment are carried along to become the inequalities with which they confront adult life at the end of school.
Página 41 - Commissioner shall conduct a survey and make a report to the President and the 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.
Página 46 - None of the studies were able to demonstrate conclusively that integration has had an effect on academic achievement as measured by standardized tests. Given the results of the Coleman study and other evaluations of remedial programs (eg, Head Start), many experts may not be surprised at this finding. To date there is no published report of any strictly educational reform which has been proven substantially to affect academic achievement; school integration programs are no exception. The changes...
Página 43 - Negro children suffer serious harm when their education takes place in public schools which are racially segregated, whatever the source of such segregation may be. Negro children who attend predominantly Negro schools do not achieve as well as other children, Negro and white. Their aspirations are more restricted than those of other children and they do not have as much confidence that they can influence their own futures. When they become adults, they are less likely to participate in the mainstream...
Página 47 - An extensive reanalysis of the Coleman data showed that even without controlling for social class factors, "naturally" integrated (ie, non-bused) black sixth-grade groups were still one and one-half standard deviations behind white groups in the same schools, compared to a national gap of two standard deviations (Armor, 1972). This means that, assuming the Coleman data to be correct, the best that integration could do would be to move the average black group from the 2nd percentile to the 7th percentile...
Página 21 - a cynical attempt to reward those who said 'never,' and to undermine the moral leadership of those citizens who endeavored to comply with the Constitution and the Supreme Court's 1954 decision.
Página 23 - President Meany's words, we consider the busing moratorium to be and I quote : A cynical attempt to reward those who said "never" and to undermine the moral leadership of those citizens who endeavored to comply with the Constitution and the Supreme Court's 1954 decision.