A Tale of Two Cities: Test Scores, Neighborhoods and Family Income in D.C. Public Schools. Research Notes on Education.

Institution	Institute for Independent Education, Inc., Washington, DC.
Titel	A Tale of Two Cities: Test Scores, Neighborhoods and Family Income in D.C. Public Schools. Research Notes on Education.
Quelle	(1989), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Black Students; Board of Education Role; Elementary Education; Elementary School Students; Equal Education; Family Income; Poverty; Racial Differences; Residential Patterns; Scores; Socioeconomic Status; White Students + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; Familieneinkommen; Armut; Rassenunterschied; Wohnsituation; Socio-economic status; Sozioökonomischer Status
Abstract	The District of Columbia has a gaping chasm separating public schools for blacks and whites; in one political jurisdiction there are two "cities" separated by family income. Each "city" has its own set of schools. One set serves 77 percent of the total elementary school population and 80 percent of the African American elementary school students in the district. These schools are in neighborhoods where test scores tend to be uniformly below the national norms and, in several instances, drastically below the norm. There are 90 schools in this category, representing 73 percent of all elementary schools. The other set of schools serves 23 percent of the elementary school population, and are in more affluent neighborhoods where test scores generally are above national norms. The overwhelming majority of African Americans enrolled in this set attend only 22 of the 37 schools in this category. At the 11 schools where there is consistently high performance, only 1 percent of the entire African American elementary school population is enrolled, compared to 74 percent of the white population. Few African Americans in the District have even a remote hope of being educated in healthy learning environments. When conditions in nearby schools are below the norm they set the tenor for the entire zip code community. The tragedy of District of Columbia public schools serving African Americans is compounded by the managers of the educational system, who anesthetize the public by issuing reassuring but misleading data. Recommendations are offered. Data are presented on three tables and figures. A list of seven references is included. (BJV)
Anmerkungen	Institute for Independent Education, 1313 North Capitol Street, NE, Washington, DC 20002.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC