Entwisle, Doris, & Alexander, Karl
Researchers: Doris EntwisleKarl Alexander
University Affiliation: Johns Hopkins University
Email: entwisle@jhu.edu
Research Question:
How the racial composition of schools affects children's cognitive growth during the first two years of school for youngsters in the BSS.
Published: 1
Journal Name or Institutional Affiliation: American Sociological Review
Journal Entry: Vol. 59, No. 3, pp. 446-460
Year: 1994
Findings:
- African-Americans in integrated schools made less progress in reading comprehension in winter when school was in session than did their counterparts in segregated schools. In summers, however, when they were not in school the African-American children who attended integrated schools gained considerably more than their counterparts who attended segregated schools.
- It is more likely that acquisitions of reading skills is harder for youngsters of both races in integrated schools because their language backgrounds differ.
- It is important to keep in mind that leaning while school is in session (“winter learning”) reflects the influences of both home and school; “summer learning” reflects mainly the influence of the children’s environments outside school.
- The pattern of seasonal gains suggests that youngsters with better educated (and more affluent) parents enjoy a reading gain advantage over summer but not during winter.
- Students in integrated schools, especially the African-American students progress in winter (when schools are open) at a slower pace than would be expected.