STUDENT ACHIEVEMENT IN SCHOOLS DESEGREGATED BY COURT ORDER (TESTS, READING).

Persistent Link:
http://hdl.handle.net/10150/183943
Title:
STUDENT ACHIEVEMENT IN SCHOOLS DESEGREGATED BY COURT ORDER (TESTS, READING).
Author:
COLEMAN-PUCKETT, ARGENTINA.
Issue Date:
1986
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to determine whether, in public education, separate is inherently unequal and concomitantly, whether desegregation confers educational benefits upon all groups of students. The study investigated student achievement in schools which were placed under a court order to desegregate beginning in 1978. A mixed design, repeated measures analysis of variance (ANOVA) was utilized to investigate whether significant differences existed among various groups within the fifth-grade cohort of 212 subjects assigned to three desegregated schools. Conducted as an ex post facto investigation, the study utilized reading test scores of 1977, 1981 and 1983 extracted from the district's computerized data base. There are cautions and limitations inherent in any ex post facto research, as well as in reliance upon standardized test results as the solitary measure of student achievement, which should be kept in mind in accepting conclusions of this study. Significant differences were found among (1) racial/ethnic groups, (2) schools, (3) desegregation durations, (4) local and extended neighborhood students (LNS, ENS) and (5) school test profiles. Specific findings are that: (1) Slightly higher gains were recorded for minority students. (2) Phase III students showed significantly higher gains. (3) Highest performance was recorded for Phase I students and was attributed to the benefits of longer desegregation treatment. (4) Overall, LNS performed lower than ENS, yet in Phase III, LNS had nearly twice the gains of ENS. (5) The individual school's test profile showed a decrease during the first years of desegregation, then increased to a level which was comparable or higher than pre-desegregation levels. Keeping the aforementioned cautions in mind, the study concluded that desegregation conferred educational benefits upon all groups of students and continued to support the premise of Brown (1954) that, in public education, separate education is inherently unequal education.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
School integration -- Arizona -- Tucson.; Tucson Unified School District.; Academic achievement.
Degree Name:
Educat.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Foundations and Administration
Degree Grantor:
University of Arizona
Advisor:
Sacken, Donal M.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleSTUDENT ACHIEVEMENT IN SCHOOLS DESEGREGATED BY COURT ORDER (TESTS, READING).en_US
dc.creatorCOLEMAN-PUCKETT, ARGENTINA.en_US
dc.contributor.authorCOLEMAN-PUCKETT, ARGENTINA.en_US
dc.date.issued1986en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to determine whether, in public education, separate is inherently unequal and concomitantly, whether desegregation confers educational benefits upon all groups of students. The study investigated student achievement in schools which were placed under a court order to desegregate beginning in 1978. A mixed design, repeated measures analysis of variance (ANOVA) was utilized to investigate whether significant differences existed among various groups within the fifth-grade cohort of 212 subjects assigned to three desegregated schools. Conducted as an ex post facto investigation, the study utilized reading test scores of 1977, 1981 and 1983 extracted from the district's computerized data base. There are cautions and limitations inherent in any ex post facto research, as well as in reliance upon standardized test results as the solitary measure of student achievement, which should be kept in mind in accepting conclusions of this study. Significant differences were found among (1) racial/ethnic groups, (2) schools, (3) desegregation durations, (4) local and extended neighborhood students (LNS, ENS) and (5) school test profiles. Specific findings are that: (1) Slightly higher gains were recorded for minority students. (2) Phase III students showed significantly higher gains. (3) Highest performance was recorded for Phase I students and was attributed to the benefits of longer desegregation treatment. (4) Overall, LNS performed lower than ENS, yet in Phase III, LNS had nearly twice the gains of ENS. (5) The individual school's test profile showed a decrease during the first years of desegregation, then increased to a level which was comparable or higher than pre-desegregation levels. Keeping the aforementioned cautions in mind, the study concluded that desegregation conferred educational benefits upon all groups of students and continued to support the premise of Brown (1954) that, in public education, separate education is inherently unequal education.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectSchool integration -- Arizona -- Tucson.en_US
dc.subjectTucson Unified School District.en_US
dc.subjectAcademic achievement.en_US
thesis.degree.nameEducat.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSacken, Donal M.en_US
dc.contributor.committeememberGrant, Robert T.en_US
dc.contributor.committeememberMedina, Marcelloen_US
dc.identifier.proquest8704760en_US
dc.identifier.oclc698207651en_US
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