Literaturnachweis - Detailanzeige
| Autor/in | Ikpa, Vivian W. |
|---|---|
| Titel | The Norfolk Decision: The Effects of Converting from a Unitary Educational System to a Dual Educational System upon Academic Achievement. |
| Quelle | (1992), (37 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Access to Education; Busing; Court Litigation; Desegregation Plans; Elementary Secondary Education; Equal Education; Racial Discrimination; Racial Integration; School Desegregation |
| Abstract | As a means of achieving a unitary school system, a mandated busing policy was implemented by the Norfolk, Virginia, public school system in 1986. This study examined the extent to which individual characteristics, school characteristics, and busing affected the student achievement gap between the busing and postbusing years. Methodology involved multiple regression analysis of: (1) the dependent variable, the achievement test scores of 431 fourth-grade students (228 African-Americans and 203 whites) for the busing year 1985-86 and the nonbusing year 1986-87; and (2) the independent variables, individual and school characteristics. Findings indicate that positive relationships existed between the gap in achievement test scores and Chapter 1, race, school income level, and the average number of library books. Negative relationships existed between the achievement gap and gender, school building age, and average teacher salary. The paper begins with an overview of educational desegregation litigation in the United States and the background of Norfolk's efforts to create a desegregated unitary school system. Two tables are included. (21 references) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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