Race Report's Influence Felt 40 Years Later: Legacy of Coleman Study Was New View of Equity

Autor/in	Viadero, Debra
Titel	Race Report's Influence Felt 40 Years Later: Legacy of Coleman Study Was New View of Equity
Quelle	In: Education Week, 25 (2006) 41, S.1 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Educational Research; Research Reports; Equal Education; Educational Opportunities; Minority Group Children; Family Characteristics; Family Influence; Racial Differences; African American Students; Academic Achievement; Educational Policy + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht; Bildungsangebot; Bildungschance; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Politics of education; Bildungspolitik
Abstract	Just before the Fourth of July weekend in 1966, the U.S. Office of Education quietly released a report that would shake the beliefs upon which many educators and social reformers had staked their work. Titled "Equality of Educational Opportunity," the mammoth, 737-page study reached the unsettling conclusion that school might not be society's great equalizer after all. On the eve of the 40th anniversary of that study, now better known as the Coleman Report, researchers continue to grapple with many of the same questions about how family background contributes to disparities in children's school performance. The report found that black children started out school trailing behind their white counterparts and essentially never caught up--even when their schools were as well equipped as those with predominantly white enrollments. What mattered more in determining children's academic success, concluded the authors, was their family backgrounds. Four decades later, scholars say that much has changed in American education and much has not. While social science has found more sophisticated ways to chart disparities in children's schooling and achievement, it has failed to make them go away. (ERIC).
Anmerkungen	Editorial Projects in Education, Inc. Suite 100, 6935 Arlington Road, Bethesda, MD 20814-5233; Tel: 800-346-1834; Tel: 800-728-2790; Fax: 301-280-3200; e-mail: webeditors@epe.org; Web site: http://www.edweek.org/ew/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10