Harvard Educational Review
  1. Spring 1968 Issue »

    Policy Issues

    Recent social science research, most notably the Coleman Report and the report on racial isolation prepared by the Commission on Civil Rights, has produced one virtually incontestable finding: there is massive inequality in public school educational achievement along social-class and racial lines. That is, minority group students and students of low socio-economic status score significantly lower than their white middle-class counterparts on a variety of verbal and numerical tests. The Coleman Report indicates that differences between racial and ethnic groups are present at the first grade, and that these differences are not diminished with additional years of schooling. The result is that twelfth-grade Negroes in the urban Northeast read at the ninth-grade level and do mathematics at the seventh-grade level. Southern Negroes, Mexican Americans, Puerto Ricans, and Indian Americans achieve at even lower levels.

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    Spring 1968 Issue

    Abstracts

    Preface
    Harold Howe II
    The Concept of Equality of Educational Opportunity
    James Coleman
    Sources of Resistance to the Coleman Report
    Daniel P. Moynihan
    Research Issues
    School Factors and Equal Educational Opportunity
    Henry S. Dyer
    Academic Motivation and Equal Educational Opportunity
    Irwin Katz
    Race and Equal Educational Opportunity
    Thomas F. Pettigrew
    Social Class and Equal Educational Opportunity
    Alan B. Wilson
    Policy Issues
    Towards Equality of Educational Opportunity?
    Samuel Bowles
    Alternative Public School Systems
    Kenneth B. Clark
    Policy for the Public Schools
    Compensation and Integration
    David K. Cohen
    Discussion
    Implementing Equal Educational Opportunity
    Report Analysis
    Theodore R. Sizer
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