Open AccessEDUCATING DISADVANTAGED URBAN CHILDREN IN SUBURBAN SCHOOLS: AN EVALUATION 1
Author(s) -
Zdep S. M.
Publication year - 1970
Publication title -
ets research bulletin series
Language(s) - English
Resource type - Journals
eISSN - 2333-8504
pISSN - 0424-6144
DOI - 10.1002/j.2333-8504.1970.tb00910.x
Subject(s) - disadvantaged , active listening , psychology , mathematics education , demography , geography , developmental psychology , sociology , political science , communication , law
A one‐year experimental program that transported a total of 38 “volunteer” disadvantaged city children to schools in a nearby suburban community was evaluated in grades 1 and 2. Twenty‐six of the 38 children were in a total of 12 different classes at these two grade levels. At the conclusion of the program, transported first graders displayed significantly higher average gains than did counterparts who remained in the city school in reading, mathematics, and listening skills. Among second graders , achievement mean gains for the transported group did not differ significantly from those of the counterpart group. Suburban children in classes containing city youngsters displayed no measured detrimental effects on achievement, when compared to similar classes without city children. In general, year‐end affective measures indicated that most groups of students preferred integrated classes that were mostly white, and they also felt these classes were among the smartest.