Individual and school level variables effect on achievement.
Current Selections
ClearTeacher-Student Interactions and Race in Integrated Classrooms
Are Black and White students treated differently by White teachers on the basis of race in integrated classrooms?
Persistence in Science of High-Ability Minority Students: Results of a Longitudinal Study
The purpose of this study was to construct a comprehensive model to investigate why some high-ability minority students follow through with their plans to become scientists and engineers, while others with the same plans do not.
Tell Me With Whom You're Learning and I'll Tell You How Much You've Learned: Mixed-Ability Versus Same-Ability Grouping in Mathematics
The effects of teaching mathematics in a mixed-ability setting on student’s achievements and teachers’ attitudes.
Race and General Cognitive Ability: The Myth of Diminishing Returns to Education
The impact of education on racial differences in general cognitive ability.
Linking Diversity and Educational Purpose: How the Diversity of the Faculty and Student Body May Impact the Classroom Environment and Student Development
Examines the consequences of having a diverse student body and diverse faculty on student outcomes at predominantly white, four year institutions.
Deepening Segregation in American Public Schools: A Special Report from the Harvard Project on School Desegregation
Report on school segregation changes after the 1990s.
Outcomes of School Desegregation: Findings from Longitudinal Research
Important noncognitive outcomes of school desegregation.
The Effect of Childhood Interracial Contact on Adult Antiblack Prejudice
Does desegregation have any measureable effect on racial prejudice? Does childhood interracial contact have any lasting effect on adult prejudice?
A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes
Why did the women in the study- whose qualifications were arguably better than those of the men when they entered the chemical engineering curriculum- earn lower grades in chemical engineering courses and exhibit progressively lower confidence levels and expectations of themselves as they advanced through the curriculum?
Individual and Organizational Predictors of High School Track Placement
What is the importance of school characteristics in the determination of track placement?
Choosing and Leaving Science in Highly Selective Institutions
– Of the group of 2,276 students initially interested in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66 percent) persisted.
– The most significant cognitive factor predicting these losses was low grades earned in science courses taken during the first two years of study.
– With grades held equal, gender was not a significant predictor of persistence in engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women from a category that included the physical sciences and mathematics.
– Science majors regarded their instruction as too competitive, with too few opportunities to ask questions, taught by professors who were relatively unresponsive, not dedicated, and not motivating.
– Students who defected from science did so largely because of the attraction of other fields, but many shared the criticism of over competitiveness and inferior instruction, along with the view that the work was too difficult.
– Except for perceived competitiveness, women did not rate their classroom experiences as being more unpleasant than did men.
The Organization of Students for Instruction in the Middle School
The structure of tracking systems and the process of assigning students to tracks for instruction at a critical point in schooling, the middle school.
The Organizational Context of Tracking in Schools
How do the organizational characteristics of schools affect the tracking system?
Curriculum Tracking as Mediating the Social Distribution of High School Achievement
Differences in how tracking decisions are made. Pattern of students’ course enrollments within academic tracks.
Opportunities and Constraints: Black-White Differences in the Formation of Interracial Friendships
Studies the effects of classroom climate, instructional organization, and classroom racial composition on cross-race friendliness
Cross-Group Contact Opportunities: Impact on Interpersonal Relationships in Desegregated Middle Schools
Examines the effects of school organizational structure on students’ interracial and cross-sex communication patterns
Classroom Intellectual Composition and Academic Achievement
Test if the intellectual level of the classroom affects the quality of learning environments.
Some of My Best Friends are Black: Interracial Friendship and Whites' Racial Attitudes
Examines the tenets and assumptions of contact theory.
Faculty Desegregation and Student Achievement
Faculty Desegregation Influence on Student Achievement.
Segregation and Rationality in Black Status Aspiration Processes
Is organizational influence (segregated vs. desegregated schooling) important for rational plans of action related to status outcomes?
The Perpetuation of Segregation Across Levels of Education: A Behavioral Assessment of the Contact Hypothesis
Examines if black students who attend desegregated high schools are more likely to attend desegregated colleges.
School Practices that Improve Race Relations
Which school practices improve racial relations in desegregated schools?
School Racial Composition and Black College Attendance and Achievement Test Performance
What are the processes by which different methods of desegregation affect different types of students on different kinds of outcomes?
The Effects of Desegregation on Student Achievement: Some New Evidence from the Equality of Educational Opportunity Survey
Examine patterns of change in achievement between first and sixth graders and between ninth and twelfth graders in desegregated schools
School Integration and the Academic Achievement of Negroes
Integration effects on Blacks achievement.
School Integration and Occupational Achievement of Negroes
Examines long term outcomes of desegregated schooling for African Americans- employment patterns and income